Author: ksuchor

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June 2, 2017

The Conference on College Composition and Communication (CCCC) has deep concerns about the federal budget proposed to Congress and its effects on postsecondary writers and writing teachers. We strongly object to cutting financial aid for postsecondary students deemed eligible and student loan forgiveness to faculty who have chosen to forgo lucrative careers in order to devote their lives to teaching. This budget includes deep cuts to financial aid and loan forgiveness programs.

CCCC concurs with its parent organization, the National Council of Teachers of English (NCTE), that “the federal government must help assure access to a quality public education so that all citizens are prepared to participate in a competitive economy and a strong democracy.”

CCCC urges its members, members of Congress, and those who care about public higher education to express their objections to these cuts.

CCCC members may choose to contact their Congressional representatives to express their concerns.

Email or call your Senators and Congressional representative:

• Find your Senators here
• Find your Congressional representative here

For more information and analyses of proposed budget, go to:

• https://www.insidehighered.com/news/2017/05/24/white-house-budget-includes-tens-billions-cuts-student-aid-and-research
• https://www.insidehighered.com/news/2017/05/19/reported-details-trump-budget-include-big-cuts-financial-aid
• https://www.insidehighered.com/quicktakes/2017/05/18/trump-budget-seeks-cuts-student-loan-programs
• http://www.cnn.com/2017/05/23/politics/trump-budget-cuts-programs/
• http://time.com/4791618/donald-trump-budget-education-funding/
• An op-ed by former Secretary of Education John King: https://www.usnews.com/opinion/articles/2017-05-25/donald-trumps-education-budget-cuts-are-an-assault-on-the-american-dream

A conversation with Tyler S. Branson and James Chase Sanchez, coauthors (with Sarah Ruffing Robbins and Catherine M. Wehlburg) of “Collaborative Ecologies of Emergent Assessment: Challenges and Benefits Linked to a Writing-Based Institutional Partnership” (10:47)

Tyler Branson is an assistant professor of English and associate director of composition at the University of Toledo, where he teaches public and professional writing. He’s currently writing a book on the intersections of public education policy and college composition.

 

 

 

 

 

James Chase Sanchez is an assistant professor of writing and rhetoric at Middlebury College. He teaches classes on cultural rhetorics, race, and public memory, and recently had the film he produced, Man on Fire, premiere at the Slamdance Film Festival. He is currently writing a book on cultural rhetorics in his hometown of Grand Saline, TX.

 

 

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v58-3

Sosnoski, James J. “Review Essay: Reflections on the Future of Rhetorical Education.” Rev. of Subjects Matter: Every Teacher’s Guide to Content-Area Reading by Harvey Daniels and Steven Zemelman; Intertexts: Reading Pedagogy in College Writing Classrooms by Marguerite Helmers, ed.; Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12 by Cris Tovani; Teaching Literature as Reflective Practice by Kathleen Blake Yancey. CCC 58.3 (2007): 495-513.

Jolliffe, David A. “Review Essay: Learning to Read as Continuing Education.” Rev. of Personally Speaking: Experience as Evidence in Academic Discourse by Candace Spigelman; Rhetorical Education in America by Cheryl Glenn, Margaret M. Lyday, and Wendy B. Sharer; Online Education: Global Questions, Local Answers by Kelli Cargile Cook, and Keith Grant-Davie, eds. CCC 58.3 (2007): 470-494.

Works Cited

Bartholomae, David, and Anthony Petrosky. Ways of Reading. 7th ed. Boston: Bedford/St. Martin’s, 2005.

Cain, Mary Ann, and George Kalamaras. “(Re)Reading and Writing Genres of Discourse.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 173-94.

Catton, Bruce. Grant Takes Command. Boston: Little, Brown, 1968.

Christensen, Nancy L. “The Master Double Frame and Other Lessons from Classical Education.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 71-100.

Cornis-Pope, Marcel, and Ann Woodlief. “The Rereading/Rewriting Process: Theory and Collaborative On-Line Pedagogy.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 153-72.

Harkin, Patricia, and James J. Sosnoski. “Whatever Happened to Reader- Response Criticism?” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 101-22.

Hill, Charles A. “Reading the Visual in College Writing Courses.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 123-50.

King, Martin Luther, Jr. “Letter from Birmingham Jail.” 31 Jan. 2006 http://www.nobelprizes.com/nobel/peace/MLK-jail.html.

McCormick, Kathleen. “Closer Than Close Reading: Historical Analysis, Cultural Analysis, and Symptomatic Reading in the Undergraduate Classroom.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 27-50.

National Survey of Student Engagement, Annual Report 2005 . 31 Jan. 2006 http:// nsse.iub.edu/pdf/NSSE2005_annual_ report_pdf.

The Nation’s Report Card. 31 Jan. 2006 http://nces.ed.gov/nationsreportcard. Rand, Lizbeth. “Reading as a Site of Spiritual Struggle.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 51-68.

Salvatori, Mariolina Rizzi. “Reading Matters for Writing.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 195-218.

“WPA Outcomes Statement for First-Year Composition.” WPA: Writing Program Administration 23 (1999): 59-66.

Himley, Margaret, Christine R. Farris, and Phillip P. Marzluf. “Interchanges. Responses to Phillip P. Marzluf, ‘Diversity Writing: Natural Languages, Authentic Voices.'” CCC 58.3 (2007): 449-469.

Simmons, W. Michele, and Jeffrey T. Grabill. “Toward a Civic Rhetoric for Technologically and Scientifically Complex Places: Invention, Performance, and Participation.” CCC 58.3 (2007): 419-448.

Abstract

The spaces in which public deliberation most often takes place are institutionally, technologically, and scientifically complex. In this article, we argue that in order to participate, citizens must be able to invent valued knowledge. This invention requires using complex information technologies to access, assemble, and analyze information in order to produce the professional and technical performances expected in contemporary civic forums. We argue for a civic rhetoric that expands to research the complicated nature of interface technologies, the inventional practices of citizens as they use these technologies, and the pedagogical approaches to encourage the type of collaborative and coordinated work these invention strategies require.

Keywords:

ccc58.3 Information Citizens Community Writing Knowledge Practices Rhetoric Organization Databases SteelMill Invention CivicRhetoric Rhetoric Public Web Access Interface Literacy Participation

Works Cited

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Atwill, Janet. Rhetoric Reclaimed: Aristotle and the Liberal Arts Tradition . Ithaca, NY: Cornell UP, 1998.

Bazerman, Charles. Foreword. Invention in Rhetoric and Composition . Janice Lauer. West Lafayette, IN: Parlor, 2003. xv.

Benhabib, Selya. Situating the Self: Gender, Community and Postmodernism in Contemporary Ethics . New York: Routledge, 1992.

Bitzer, Lloyd. “Rhetoric and Public Knowledge.” Rhetoric, Philosophy, and Literature: An Exploration . Ed. Don Burks. West Lafayette, IN: Purdue UP, 1978. 67-93.

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Coogan, David. “Public Rhetoric and Public Safety at the Chicago Transit Authority: Three Approaches to Accident Analysis.” Journal of Business and Technical Communication 16.3 (2002): 277-305.

Dahlgren, Peter. “The Internet and the Democratization of Civic Culture.” Political Communication. 17 (2000): 335-40.

Epstein, Steven. Impure Science: AIDS, Activism, and the Politics of Knowledge . Berkeley, CA: U of California P, 1996.

Fals-Borda, Orlando and Muhammad Anisur Rahman. eds. Action and Knowledge: Breaking the Monopoly with Participatory Action Research . New York: Apex, 1991.

Fischer, Frank. Citizens, Experts, and the Environment: The Politics of Local Knowledge . Durham, NC: Duke UP, 2000.

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Goodnight, G. Thomas. “The Personal, Technical, and Public Spheres of Argument: A Speculative Inquiry into the Act of Public Deliberation.” Contemporary Rhetorical Theory. Ed. John Louis Lucaites, Celeste Condit, and Sally Caudill. New York: Guildford, 1999. 251-64.

Goody, J. The Logic of Writing and the Organization of Society . Cambridge, UK: Cambridge UP, 1986.

Grabill, Jeffrey T. Writing Community Change: Designing Technologies for Citizen Action . Hampton Press, forthcoming 2007.

Grabill, Jeffrey T., and W. Michele Simmons. “Toward a Critical Rhetoric of Risk Communication: Producing Citizens and the Role of Technical Communicators.” Technical Communication Quarterly, 7.4 (Fall 1998): 415-41.

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Gurstein, Michael. “Effective Use: A Community Informatics Strategy Beyond the Digital Divide.” First Monday. 8.12 (December 2003): Accessed June 27, 2004 <http://firstmonday.org/issues/issue8_12/gurstein/index.html>.

Habermas, Jürgen. Moral Consciousness and Communicative Action . Trans. Christian Lenhardt and Sherry Weber Nicholsen. Cambridge, MA: MIT P, 1990.

Katz, Steven, and Carolyn Miller. “The Low-Level Radioactive Waste Siting Controversy in North Carolina: Toward a Rhetorical Model of Risk Communication.” Green Culture: Environmental Rhetoric in Contemporary America. Ed. Carl Herndl and Stuart Brown. Madison, WI: U of Wisconsin P, 1996. 111-40.

Killingsworth, M. Jimmie, and Jacqueline S. Palmer. Ecospeak: Rhetoric and Environmental Politics in America. Carbondale, IL: Southern Illinois UP, 1992.

Kinsella, William J. “Public Expertise: A Foundation for Citizen Participation in Energy and Environmental Decisions.” Communication and Public Participation in Environmental Decision Making. Eds. Stephen P. Depoe, John W. Delicath, and Marie-France Aepli Elsenbeer. Albany, NY: SUNY P, 2004. 83-95.

Kress, Gunther and Theo Van Leeuwen. Multimodal Discourse: The Modes and Media of Contemporary Communication . London: Arnold, 2001.

Laird, Frank. “Participatory Analysis, Democracy, and Technological Decision Making.” Science, Technology, & Human Values, 18.3 (1993): 341-61.

Lauer, Janice. Invention in Rhetoric and Composition. West Lafayette, IN: Parlor P, 2003.

Manovich, Lev. The Language of New Media. Cambridge, MA: MIT P, 2001.

McGee, Michael. “A Materialist’s Conception of Rhetoric.” Explorations in Rhetoric: Studies in Honor of Douglas Ehninger. Ed. Ray McKerrow. Glenview, IL: Scott Foresman, 1982. 23-48.

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—. “Writing and Database Technology: Extending the Definition of Writing in the Workplace.” Eds. Patricia Sullivan and Jennie Dautermann. Electronic Literacies in the Workplace: Technologies of Writing. Urbana, IL: NCTE, 1996. 91-114.

—. Interaction Design for Complex Problem Solving: Developing Useful and Usable Software. San Francisco: Morgan Kaufmann, 2004.

Porter, James. “The Chilling of Digital Information: Technical Communicators as Public Advocates.” Technical Communications and the World Wide Web in the New Millennium . Eds. Carol Lipson and Michael Day. Mahwah, NJ: Lawrence Erlbaum. 2005. 243-59.

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—. “The Technical and Democratic Approaches to Risk Situations: Their Appeal, Limitations, and Rhetorical Alternative.” Argumentation 8 (1994): 391-409.

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Sauer, Beverly. “Sense and Sensibility in Technical Documentation: How Feminist Interpretation Can Save Lives in the Nation’s Mines.” Journal of Business and Technical Communication, 7.1 (1993): 63-83.

—. The Rhetoric of Risk: Technical Documentation in Hazardous Environments . Mahwah, NJ: Lawrence Erlbaum, 2002.

Sclove, Richard E., Madeleine L. Scammell, and Breena Holland. Community-Based Research in the US: An Introductory Reconnaissance, Including Twelve Organizational Case Studies and Comparison with the Dutch Science Shops and the Mainstream American Research System . Amherst, MA: Loka, 1998.

Shuler, Pete. Keeping “Public Records from the Public.” CityBeat . (14 July 2004). 25 Oct. 2006 <http://www.citybeat.com/2004-07-14/statehouse.shtml>.

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Stratman, James E., et al. “Risk Communication, Metacommunication, and Rhetorical Stases in the Aspen-EPA Superfund Controversy.” Journal of Business and Technical Communication 9 (1995): 5-41.

Street, Brian. Literacy in Theory and Practice. Cambridge, UK: Cambridge UP, 1984.

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Carter, Michael. “Ways of Knowing, Doing, and Writing in the Disciplines.” CCC 58.3 (2007): 385-418.

Abstract

One way of helping faculty understand the integral role of writing in their various disciplines is to present disciplines as ways of doing, which links ways of knowing and writing in the disciplines. Ways of doing identified by faculty are used to describe broader generic and disciplinary structures, metagenres, and metadisciplines.

Keywords:

ccc58.3 Disciplines Writing Faculty Students Knowledge Research WAC WID Genre Metagenre Design Assessment DRussell Metadisciplines Science

Works Cited

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—. “Systems of Genres and the Enactment of Social Intentions.” Genre and the New Rhetoric. Eds. Aviva Freedman and Peter Medway. London: Taylor & Francis, 1994. 79-101.

Berthoff, Ann E. Forming/Thinking/ Writing: The Composing Imagination . Rochelle Park, NJ: Hayden, 1978.

Brubacher, John S., and Willis Rudy. Higher Education in Transition: A History of American Colleges and Universities. 4th ed. New Brunswick, NJ: Transaction Publishers, 1997.

Carter, Michael. “A Process for Establishing Outcomes-Based Assessment Plans for Writing and Speaking in the Disciplines.” Language and Learning Across the Disciplines 6 (2002): 4-29.

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Giltrow, Janet. “Meta-Genre.” The Rhetoric and Ideology of Genre: Strategies for Stability and Change . Ed. Richard Coe, Loreli Lingard, and Tatiana Teslenko. Cresskill, NJ: Hampton P, 2002. 187-205.

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Jones, Robert, and Joseph J. Comprone. ” Where Do We Go Next in Writing Across the Curriculum? ” CCC 44 (1993): 59-68.

Kirscht, Judy, Rhonda Levine, and John Reiff. ” Evolving Paradigms: WAC and Rhetoric of Inquiry .” CCC 45 (1994): 369-80.

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Pennell, Michael. “‘If Knowledge Is Power, You’re About to Become Very Powerful’: Literacy and Labor Market Intermediaries in Postindustrial America.” CCC 58.3 (2007): 345-384.

Abstract

This article explores the connections between literacy, economy, and place through an examination of labor market intermediaries (LMIs). In particular, the article addresses the shifting role of LMIs over the past thirty years in Lake County, Indiana, and how they have developed as literacy sponsors.

Keywords:

ccc58.3 Literacy LiteracyWorkers LakeCounty Indiana LMIs Labor Employment Community Training Skills Unions Workforce

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—. Spaces of Hope. Berkeley, CA: U of California P, 2000.

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Campbell, Kermit E. “There Goes the Neighborhood: Hip Hop Creepin’ on a Come Up at the U.” CCC 58.3 (2007): 325-344.

Abstract

This article offers a critical perspective on the default mode of freshman composition instruction, that is, its traditionally middle-class and white racial orientation. Although middle-classness and whiteness have been topics of critical interest among compositionists in recent years, perhaps the most effective challenge to this hegemony in the classroom is not in our textbooks or critical discourse but in what many of our students already consume, the ghettocentricity expressed in the music of rappers like Kanye West, Jay-Z, and Eminem.

Keywords:

ccc58.3 Students HipHop MiddleClass Class Composition Whiteness Rap Ghetto LBloom Blackness Culture Eminem Consciousness America Writing Gangsta Identity FYC Race

Works Cited

Ali, featuring Murphy Lee. “Boughetto.” Boughetto/I Got This . Universal Music, 2002.

Baumgartner, M. P. The Moral Order of a Suburb. New York: Oxford UP, 1988.

Beech, Jennifer. “Redneck and Hillbilly Discourse in the Writing Classroom: Classifying Critical Pedagogies of Whiteness.” College English 67.2 (Nov. 2004): 172-86.

Black and White. Dir. James Toback. Columbia Tristar, 1999.

Bloom, Lynn. “Freshman Composition as a Middle-class Enterprise.” College English 58.6 (Oct. 1996): 654-75.

Boyd, Todd. The New H. N. I. C.: The Death of Civil Rights and the Reign of Hip-Hop . New York: New York UP, 2003.

Campbell, Kermit E. Gettin’ Our Groove On: Rhetoric, Language, and Literacy for the Hip Hop Generation . Detroit: Wayne State UP, 2005.

Common. “The 6th Sense.” Like Water for Chocolate. MCA, 2000.

Diddy, P. and The Bad Boy Family. “Bad Boy for Life.” Rap City . BET. Fall 2001.

Edmundson, Mark. “On the Uses of a Liberal Education: I. As Lite Entertainment for Bored College Students.” Harper’s Sept. 1997: 39-49.

8 Mile. Dir. Curtis Hanson. Universal Picture, 2002.

Eminem (Marshall Mathers III). Angry Blonde. New York: Regan Books, 2002.

—. “White America.” The Eminem Show. Universal Music, 2002.

—. “Without Me.” The Eminem Show. Universal Music, 2002.

Ice-T. Home Invasion. Priority Records, Inc., 1993.

Jenkins, Sacha. “Blowout.” XXL March 2004: 111+.

Kehr, Dave. “The Hip-Hop Path Across Class Borders.” New York Times , 10 Nov. 2002, 15.

Kenny, Lorraine Delia. Daughters of Suburbia: Growing Up White, Middle Class, and Female . New Brunswick, NJ: Rutgers UP, 2000.

KRS-One. Ruminations. New York: Welcome Rain, 2003.

McLaren, Peter. “Gangsta Pedagogy and Ghettoethnicity: The Hip-Hop Nation as Counterpublic Sphere.” Socialist Review 25.2 (1995): 9-55.

Marshall, Ian and Wendy Ryden. ” Interrogating the Monologue: Making Whiteness Visible .” CCC 52.2 (Dec. 2000): 240-59.

Rice, Jeff. ” The 1963 Hip-Hop Machine: Hip-Hop Pedagogy as Composition .” CCC 54.3 (Feb. 2003): 453-71.

Richardson, Elaine. African American Literacies. New York: Routledge, 2003.

Sirc, Geoffrey. ” Never Mind the Sex Pistols, Where’s 2Pac? ” CCC 49.1(1998): 104-08.

Smitherman, Geneva. (1997). “The Chain Remain the Same: Communicative Practices in the Hip Hop Nation.” Talkin That Talk: Language, Culture and Education in African America . New York: Routledge, 2000. 268-83.

Staples, Brent. “How Hip-Hop Music Lost Its Way and Betrayed Its Fans.” New York Times 12, May 2005.

“Students’ Right to Their Own Language.” CCC 25 (Fall 1974): 1-32.

Thomas, Piri. 1967. Down These Mean Streets. New York: Vintage, 1997.

Trainor, Jennifer. ” Critical Pedagogy’s ‘Other’: Constructions of Whiteness in Education for Social Change .” CCC 53.4 (June 2002): 631-50.

Villanueva, Victor, Jr. Bootstraps: From an American Academic of Color . Urbana, IL: NCTE, 1993.

West, Cornel. Democracy Matters: Winning the Fight Against Imperialism . New York: Penguin Press, 2004.

West, Kanye. “Get Em High.” College Dropout. Island Def Jam Music Group, 2004.

Yasin, Jon. “Rap in the African-American Music Tradition: Cultural Assertion and Continuity.” Race and Ideology: Language, Symbolism, and Popular Culture . Ed. Arthur Spears. Detroit: Wayne State UP, 1999.

Young, Vershawn. “Your Average Nigga.” CCC 55.4 (June 2004): 693-715.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v58-1

Eldred, Janet. “Review Essay: To Code or Not to Code, or, If I Can’t Program a Computer, Why Am I Teaching Writing?”  Rev. of Electronic Collaboration in the Humanities , James A. Inman, Cheryl Reed, and Peter Sands, eds.; Multiliteracies for a Digital Age by Stuart A. Selber; Writing New Media: Theory and Applications for Expanding the Teaching of Composition by Anne Frances Wysocki, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc. CCC 58.1 (2006): 119-125.

Durst, Russel K. and William H. Thelin. “Interchanges: Commenting on William Thelin’s ‘Understanding Problems in Critical Classrooms’ Can We Be Critical of Critical Pedagogy.” CCC 58.1 (2006): 110-118.

Valentine, Kathryn. “Plagiarism as Literacy Practice: Recognizing and Rethinking Ethical Binaries.” CCC 58.1 (2006): 89-109.

Abstract:

In this article, I assert that plagiarism is a literacy practice that involves social relationships, attitudes, and values as much as it involves rules of citation and students’ texts. In addition, I show how plagiarism is complicated by a discourse about academic dishonesty, and I consider the implications that recognizing such complexity has for teaching.

Keywords:

ccc58.1 Plagiarism Students Work Identity Citation Discourse Literacy Professor Honesty Pedagogy Morality Practices

Works Cited

Barton, David, and Mary Hamilton. Local Literacies: Reading and Writing in One Community . London: Routledge, 1998.

Bauman, Zygmunt. Life in Fragments: Essays in Postmodern Morality. Oxford: Blackwell, 1995.

Brodkey, Linda. Writing Permitted in Designated Areas Only. Minneapolis: U of Minnesota P, 1996.

Buranen, Lise. “But I Wasn’t Cheating.” Buranen and Roy 63-74.

Buranen, Lise, and Alice M. Roy, eds. Perspectives on Plagiarism and Intellectual Property in a Postmodern World . Albany, New York: State University of New York P, 1999.

Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. 1990. New York: Routledge, 1999.

Fox, Helen. Listening to the World: Cultural Issues in Academic Writing. Urbana, IL: NCTE, 1994.

Gee, James Paul. “The New Literacy Studies: From ‘Socially Situated’ to the Work of the Social.” Situated Literacies: Reading and Writing in Context . Eds. David Barton, Mary Hamilton, and Roz Ivanic. London: Routledge, 2000. 180- 196.

—. Social Linguistics and Literacies: Ideology in Discourses. 2nd ed. London: Taylor & Francis, 1996.

Grimm, Nancy Maloney. Good Intentions: Writing Center Work for Postmodern Times . Portsmouth, Boynton/Cook- Heinemann, 1999.

Howard, Rebecca Moore. “The Ethics of Plagiarism.” The Ethics of Writing Instruction: Issues in Theory and Practice . Ed. Michael A. Pemberton. Stamford, CT: Ablex, 2000. 79-89.

—. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57 (1995): 788-806.

—. “Sexuality, Textuality: The Cultural Work of Plagiarism.” College English 62 (2000): 473-491.

McLeod, Susan H. “Responding to Plagiarism: The Role of the WPA.” Writing Program Administration 15.3 (1992): 7-16.

New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Bill Cope and Mary Kalantzis, Eds. Multiliteracies: Literacy Learning and the Design of Social Futures . New York: Routledge, 2000. 9-37.

Price, Margaret. ” Beyond ‘Gotcha!’: Situating Plagiarism in Policy and Pedagogy .” CCC 54 (2002): 88-115.

Rose, Shirley K. “The Role of Scholarly Citations in Disciplinary Economies.” Buranen and Roy 241-249.

Roy, Alice M. “Whose Words These Are I Think I Know: Plagiarism, the Postmodern, and Faculty Attitudes.” Buranen and Roy 55-61.

Simmons, Sue Carter. “Competing Notions of Authorship: A Historical Look at Students and Textbooks on Plagiarism and Cheating.” Buranen and Roy 41-51.

Wells, Dorothy. “An Account of the Complex Causes of Unintentional Plagiarism in College Writing.” Writing Program Administration 16.3 (1993): 59-71.

Wilgoren, Jodi. “School Cheating Scandal Tests a Town’s Values.” New York Times. 14 Feb 2002: A1(L).

Schneider, Barbara. “Ethical Research and Pedagogical Gaps.” CCC 58.1 (2006): 70-88.

Abstract:

“Guidelines for the Ethical Treatment of Students and Student Writing in Composition Studies” signals our increased awareness of the ethical obligations that attend our scholarship and research. Our adoption of research methods from other fields, particularly the social sciences, has heightened that concern. We must now consider the ethical obligations we assume when we teach those methods to students at the beginning of their academic careers.

Keywords:

ccc58.1 Research Students Guidelines Ethics Writing Composition Field Methods Study ResearchEthics Inquiry Studies BelmontReport

Works Cited

Anderson, Paul V. ” Simple Gifts: Ethical Issues in the Conduct of Person-Based Composition Research .” CCC 49.1 (1998): 63-89.

Berlin, James. Rhetoric and Reality: Writing Instruction in American Colleges, 1900 – 1985. Carbondale: Southern Illinois UP, 1987.

Bishop, Wendy. Ethnographic Writing Research: Writing It Down, Writing It Up, and Reading It. Portsmouth, NH: Heinemann, 1999.

Brandt, Deborah. Literacy in American Lives. New York: Cambridge UP, 2001.

College Conference on Composition and Communication. “Guidelines for the Ethical Treatment of Students and Student Writing in Composition Studies.” CCC 52.3 (2001): 485-490.

Crowley, Sharon. Composition in the University: Historical and Polemical Essays. Pittsburgh: U of Pittsburgh P, 1998.

Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” CCC 47.1 (1996): 7-28.

Durst, Russel K. “Promising Research: An Historical Analysis of Award-Winning Inquiry, 1970-1989.” Research in the Teaching of English. 26.1 (1992): 41-70.

Ede, Lisa. “Reading: and ReReading: the Braddock Essays.” On Writing Research: The Braddock Essays 1975 –1998. Ed. Lisa Ede. Boston: Bedford/St. Martin’s, 1999. 1-27.

Faigley, Lester, and Jack Selzer. Good Reasons with Contemporary Arguments. Needham Heights, MA: Allyn & Bacon, 2001.

Mortensen, Peter, and Gesa Kirsch, Eds. Ethics and Representation in Qualitative Studies of Literacy. Urbana: National Council of Teachers of English, 1996. National Institutes of Health. Human Participant Protections: Education for Research Teams. Rev. November 2002. http://cme.cancer.gov/c01 15 August 2004.

North, Stephen. The Making of Knowledge in Composition: Portrait of an Emerging Field. Upper Montclair, NJ: Boynton/ Cook, 1987.

Royster, Jacqueline Jones. Traces of a Stream: Literacy and Social Change among African American Women . Pittsburgh Series in Composition, Literacy, and Culture. Ed. David Bartholomae, Jean Ferguson Carr. Pittsburgh: U of Pittsburgh P, 2000.

Trimbur, John. The Call to Write. Brf. 2nd ed. New York: Addison Wesley Longman, 2002.

United States Department of Health, Education and Welfare. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The Belmont Report. Washington: GPO, 20 September 2004. http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.htm.

Schneider, Stephen. “Freedom Schooling: Stokely Carmichael and Critical Rhetorical Education.” CCC 58.1 (2006): 46-69.

Abstract:

“Freedom Schooling” looks at a Freedom School class taught by Black Power activist Stokely Carmichael (Kwame Ture). Specifically, this article explores the philosophies of language and education that informed this class and the organic relationship fostered between the classroom and the political goals of African American communities during the civil rights era.

Keywords:

ccc58.1 SCarmichael Language Education Class Students Freedom Schools Community Pedagogy Power AAVE Practices AfricanAmerican BlackPower CivilRights

Works Cited

Burke, Kenneth. A Grammar of Motives. Berkeley: U of California P, 1969.

Carmichael, Stokely. Stokely Speaks: Black Power Back to Pan-Africanism. New York: Random House, 1971.

Carmichael, Stokely, and Ekwueme Michael Thelwell. Ready for Revolution: The Life and Struggles of Stokely Carmichael (Kwame Ture) . New York: Scribner, 2003.

Carson, Clayborne. In Struggle: SNCC and the Black Awakening of the 1960s. Cambridge, MA: Harvard UP, 1981.

(ed.). The Student Voice, 1960-1965: Periodical of the Student Nonviolent Coordinating Committee . Westport: Meckler, 1990.

Fanon, Frantz. Black Skin, White Masks. Trans. Charles Lam Markmann. New York: Grove, 1967.

—. The Wretched of the Earth. Trans. Constance Farrington. New York: Grove, 1963.

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Continuum, 1993.

Gilyard, Keith. “African American Contributions to Composition Studies.” CCC 50.4 (1999): 626-44.

Gold, David. ” ‘Nothing Educates Us Like a Shock’: The Integrated Rhetoric of Melvin B. Tolson .” CCC 55.2 (2003): 226- 53.

Gramsci, Antonio. Selections from the Prison Notebooks. Ed. and Trans. Quintin Hoare and Geoffrey Nowell Smith. New York: International Publishers, 1971.

Hardin, Joe Marshall. Opening Spaces: Critical Pedagogy and Resistance Theory in Composition . Albany: State U of New York P, 2001.

Hollis, Karyn. Liberating Voices: Writing at the Bryn Mawr Summer School for Women Workers . Carbondale: Southern Illinois UP, 2004.

Jacobs, Paul, and Saul Landau. The New Radicals: A Report with Documents . New York: Random House, 1966.

Jefferson, Pat. “‘Stokely’s Cool’: Style.” Today’s Speech 16.3 (1968): 19-24.

Kates, Susan. Activist Rhetorics and American Higher Education, 1885–1937. Carbondale: Southern Illinois UP, 2001.

Morgan, Marcyliena. Language, Discourse and Power in African American Culture . Studies in the Social and Cultural Foundations of Language 20. Cambridge: Cambridge UP, 2002.

Moses, Robert,and Charles E. Cobb, Jr.. Radical Equations: Math Literacy and Civil Rights . Boston: Beacon Press, 2001.

Parks, Stephen. Class Politics: The Movement for the Students’ Right to Their Own Language . Urbana: NCTE, 2000.

Richardson, Elaine. African American Literacies. London: Routledge, 2003.

Robinson, Larry. “Stokely Carmichael: Jazz Artist.” Western Speech 34 (1970): 212- 218.

Smitherman, Geneva. “Black Power Is Black Language.” Black Culture: Reading and Writing Black . ed. Gloria M. Simmons and Helene Hutchinson. New York: Holt, Rinehart, and Winston, 1972.

—. Talkin that Talk: Language, Culture and Education in America. New York: Routledge, 1999.

Ture, Kwame, and Charles V. Hamilton. Black Power: The Politics of Liberation . New York: Vintage Books, 1992.

“Which Way for the Negro?” Newsweek. May 15, 1967: 27-34.

Williams, Raymond. Keywords: A Vocabulary of Culture and Society. Rev. ed. New York: Oxford UP, 1983.

Zinn, Howard. SNCC: The New Abolitionists. Westport: Greenwood, 1985.

Reyman, Jessica. “Copyright, Distance Education, and the TEACH Act: Implications for Teaching Writing.” CCC 58.1 (2006): 30-45.

Abstract:

The Technology, Education, and Copyright Harmonization (TEACH) Act of 2002 was developed to update copyright law to accommodate the uses of copyrighted materials in distance-education environments. This article presents an analysis of the TEACH Act and its implications for teaching writing, with an aim toward building awareness among faculty and administrators so that they can become part of the critical conversation about copyright law as it affects teaching and learning with technology.

Keywords:

ccc58.1 Copyright Materials Use Law Students Writing Education Rights Online Technology Owners TEACH DistanceEducation FairUse

Works Cited

Bell, Tom W. “Fair Use v. Fared Use: The Impact of Automated Rights Management on Copyright’s Fair Use Doctrine.” North Carolina Law Review. 76 (1998): 557-619.

Bolter, Jay David. Writing Space: Computers, Hypertext, and the Remediation of Print. 2nd ed. Mahwah, NJ: Lawrence Erlbaum, 2001.

Buranen, Lise, and Alice M. Roy, eds. Perspectives on Plagiarism and Intellectual Property in a Postmodern World. New York: SUNY, 1999.

Burk, Dan L. and Julie E. Cohen. “Fair Use Infrastructure for Rights Management Systems.” Harvard Journal of Law and Technology. 15.1 (2001): 41-83.

Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of Mankind.'” College English 46.7 (1984): 635-652.

Carnevale, Dan. “Slow Start for Long- Awaited Easing of Copyright Restrictions.” Chronicle of Higher Education 28 March 2003: A29.

CCCC Caucus on Intellectual Property. “Use Your Fair Use: Strategies toward Action.” CCC 51.3: (2000). 485-88.

Copyright, Plagiarism, and Intellectual Property. Spec. issue of Kairos: A Journal for Teachers of Writing in Webbed Environments . 3.1 (1998). 3 Jan. 2006. http://english.ttu.edu/kairos/3.1/.

Crews, Kenneth D. “New Copyright Law for Distance Education: The Meaning and Importance of the TEACH Act.” 30 Sept. 2002. American Library Association. 25 Aug. 2003. http://web.archive.org/web/20021127113330 or http://www.ala.org/washoff/teach.html.

Foster, Andrea L. “College Media Group Cautions That 2 Copyright Laws Could Collide.” Chronicle of Higher Education 18 March 2003. 3 Jan. 2006 http://chronicle.com/free/2003/03/2003031801t.htm.

Gasaway, Laura N. “Impasse: Distance Learning and Copyright.” Ohio State Law Journal . 62 (2001): 783-820.

—. TEACH Act Comparison Chart. 2002. 27 May 2005 http://www.unc.edu/~unclng/TEACH.htm.

Gurak, Laura J., and Johndan Johnson- Eilola, eds. Computers, Composition, and Intellectual Property . Spec. issue of Computers and Composition . 15.2 (1998).

Herrington, TyAnna K. Controlling Voices: Intellectual Property, Humanistic Studies, and the Internet. Carbondale: Southern Illinois UP, 2001.

Howard, Rebecca Moore. Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators. Stamford, CT: Ablex, 1999.

Landow, George P. Hypertext 2.0: The Convergence of Contemporary Critical Theory and Technology . 2nd ed. Baltimore: Johns Hopkins UP, 1997.

LeFevre, Karen Burke. Invention as a Social Act. Carbondale: Southern Illinois UP, 1987.

Le Moal-Gray, Michele J. “Distance Education and Intellectual Property: The Realities of Copyright Law and the Culture of Higher Education.” Touro Law Review . 16 (2000): 981-1035.

Lessig, Lawrence. Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity . New York: Penguin, 2004.

Lipinski, Tomas A. “Legal Reform in an Electronic Age: Analysis and Critique of the Construction and Operation of S. 487, the Technology, Education and Copyright Harmonization (TEACH) Act of 2001.” Brigham Young University Education and Law Journal . 95 (2003): 95-164.

Lunsford, Andrea A., and Lisa Ede. Singular Texts/Plural Authors: Perspectives on Collaborative Writing. Carbondale: Southern Illinois UP, 1990.

Lunsford, Andrea A., and Susan West. ” Intellectual Property and Composition Studies .” CCC 47.3 (1996): 383-411.

Patterson, L. Ray, and Stanley W. Lindberg. The Nature of Copyright: A Law of Users’ Rights . Athens: U of Georgia P, 1991.

Silberberg, Carol M. “Preserving Educational Fair Use in the Twenty-First Century.” Southern California Law Review. 74 (2001): 617-655.

Spigelman, Candace. Across Property Lines: Textual Ownership in Writing Groups. Carbondale: Southern Illinois UP, 2000.

United States. Copyright Office. Report on Copyright and Digital Distance Education . Washington: U.S. Copyright Office, 1999. 27 May 2005 http://www.copyright.gov/reports/de_rprt.pdf.

—. House of Representatives. Statement by Marybeth Peters. The Register of Copyrights before the House Subcommittee on Courts, the Internet and Intellectual Property . 107th Cong., 1st sess. Washington: GPO, 2001. 27 May 2005 http://www.copyright.gov/docs/regstat062701.html.

—. Senate. Technology, Education and Copyright Harmonization Act of 2001 . 107th Cong., 1st sess. S. Rept. 107-031.

Washington: GPO, 2001. 3 Jan. 2006 http://thomas.loc.gov/cgi-bin/cpquery/R?cp107:FLD010:@1(sr031).

Vaidhyanathan, Siva. “Fair Use in (In)Action.” Blog posting. 7 Jul. 2004. Sivacracy.net. 27 May 2005 http://www.nyu.edu/classes/siva/2004/07/fair-use-ininaction.html.

Bizzell, Patricia. “Rationality as Rhetorical Strategy at the Barcelona Disputation, 1263: A Cautionary Tale.” CCC 58.1 (2006): 12-29.

Abstract:

Often, composition teachers present public debate as if it occurs on a rhetorically level playing field, with victory going to the person who argues most logically. Real-world contestants are seldom so equal in power. We can enrich our pedagogy by studying such encounters; example: the 1263 disputation at Barcelona between Rabbi Nachmanides and Friar Paul Christian.

Keywords:

ccc58.1 Jews Christians RabbiNahamanides FriarPaul Disputation Messiah Texts Barcelona History Rationality Power Debate Argument Faith

Works Cited

Abulafia, Anna Sapir. Christians and Jews in the Twelfth-Century Renaissance. London and New York: Routledge, 1995.

Bizzell, Patricia. “The Intellectual Work of ‘Mixed’ Forms of Academic Discourse.” In ALT DIS: Alternative Discourses and the Academy. Schroeder, Fox, Bizzell, eds. Portsmouth, NH: Heinemann- Boynton/Cook, 2002.

—. ” The 4th of July and the 22nd of December: The Function of Cultural Archives in Persuasion as Shown by Frederick Douglass and William Apess .” College Composition and Communication 48 (February 1997): 44-60.

— and Bruce Herzberg. Negotiating Difference: Readings in Multicultural American Rhetoric. Boston: Bedford- St. Martin’s, 1995.

Chazan, Robert. Barcelona and Beyond: The Disputation of 1263 and Its Aftermath . Berkeley: U of California P, 1992.

Cohen, Mark R. Under Crescent and Cross: The Jews in the Middle Ages. Princeton: Princeton U P, 1995.

The Disputation: A Theological Debate between Christians and Jews. Dir. Geoffrey Sax. Perf. Alan Dobie, Bernard Hepton, Christopher Lee, Helen Lindsay, Bob Peck, Toyah Wilcox. Videocassette. Princeton Films for the Humanities, 1991.

Gerber, Jane. The Jews of Spain: A History of the Sephardic Experience. New York: Macmillan-Free Press, 1992.

Holdstein, Deborah H. “The Ironies of Ethos.” JAC 20 (Fall 2000): 942-948.

Hurwitz, Barbara Phyllis. Fidei Causa Et Tui Amore: The Role of Petrus Alphonsi’s Dialogues in the History of Jewish- Christian Debate . Diss. Yale University, 1983. Ann Arbor: UMI, 1985.

Lyons, Scott. “A Captivity Narrative: Indians, Mixedbloods, and the ‘White’ Academy.” In Outbursts in Academe: Multiculturalism and Other Sources of Conflict . Kathleen Dixon, ed. Portsmouth, NH: Heinemann-Boynton/Cook, 1998.

Menocal, María Rosa. The Ornament of the World: How Muslims, Jews, and Christians Created a Culture of Tolerance in Medieval Spain. Boston: Little, Brown, 2002.

Ramban (Nahmanides). Writings and Discourses. Two volumes. Translated and index by Charles B. Chavel. New York: Shilo P, 1978.

Reilly, Bernard F. The Medieval Spains. Cambridge: Cambridge U P, 1993.

Schroeder, Christopher, Helen Fox, and Patricia Bizzell, eds. ALT DIS: Alternative Discourses and the Academy . Portsmouth, NH: Heinemann-Boynton/Cook, 2002.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v45-4

Janangelo, Joseph. “Review Essay: Theorizing Technology While Courting Credibility: Emerging Rhetorics in CAI Scholarship.” Rev. of The Writing Space: The Computer, Hypertext and the History of Writing by Jay David Bolter; The Electronic Word: Democracy, Technology, and the Arts by Richard A. Lanham; Writing Teachers Writing Software: Creating Our Place in the Electronic Age by Paul LeBlanc; Literacy Online: The Promise (And Peril) of Reading and Writing with Computers by Myron C. Tuman. CCC 45.4 (1994): 535-547.

Loux, Ann Kimble and Rebecca M. Stoddart. “Denial, Conflagration, Pride: Three Stages in the Development of an Advanced Writing Requirement.” CCC 45.4 (1994): 521-534.

Abstract:

The authors narrate the success of and advanced writing requirement taught by full-time faculty at a small liberal arts college. They claim their story can help inform other writing teachers and administrators seeking to implement an extensive writing across the disciplines program. The authors chart three successive stages of faculty implementing the program: denial that writing and learning were integrally related; conflagration of frustration of faculty upon learning that writing among majors was now revealed as under par; and pride in accomplishments after three years of efforts. Many faculty insisted on developmental drafts or stages through most of their assignments, claiming too that the upper-level writing requirement was now essential for developing higher-level thinking skills.

Keywords:

ccc45.4 Writing Faculty Students Teachers Requirement Papers Portfolios Assignments Departments AdvancedWriting Majors Disciplines

Works Cited

Brown, Ann. “Writing to Learn and Communicate in Mathematics: An Assignment in Abstract Algebra.” MAA Notes 16 (1989): 131-33.

Bryant, Susan, Mary Ann Traxler, and Karilee Watson. “Empowerment 01 Practitioners through Professional Writing: Creating a Writing Program for an Undergraduate Teacher Education Program.” Teacher Education: Preparing Teachers for School Reform. Eds. Pamela J. Farris and Jerry A. Summers. Midwest Association of Teacher Educators. Dekalb, IL: April, 1993.

Chute, Carolyn. The Beans of Egypt, Maine. New York: Warner, 1985.

Danford, Cynthia. “Writing in Nursing Education: Peer Review of Drafts.” Nurse Educator. 15.4 (1990): 5-6.

McElroy, Jerome. “The Mentor Model in the Senior Writing Seminar.” The Teaching Professor 4.8 (1990): 2.

Nekvasil, Nancy P. “Adding Writing Proficiency to Undergraduate Biology Research-A Formula for Success at Saint Mary’s.” Journal of College Science Teaching. 20 (1991): 292-93.

Skinner, B. F. Walden Two. Toronto: Macmillan, 1948.

Snow, Joanne Erdman. “The Advanced Writing Requirement at Saint Mary’s College.” Writing to Learn Mathematics and Science. Ed. Paul Connolly and Teresa Vilardi. New York: Teachers College P, 1989, 193-97.

—. “Writing Assignments and Course Content: Using Writing to Teach Mathematics.” MAA Notes 16 (1990):113-14.

Stoddart, Rebecca M. and Ann K. Loux. “And, not but”: Moving from Monologue to Dialogue in Introductory Psychology/English Courses.” Teaching of Psycho1ogy 19 (1992): 145-49.

Traxler, Mary Ann and Karilee Watson. “Writing Across the Curriculum: Creating a Professional Writing Sequence for a Teacher Education Program.” The Fifth National Forum, The Association of Independent Liberal Arts Colleges for Teacher Education. Ed. Tom Warren. Beloit, WI, August, 1993.

Penrose, Ann M. and Cheryl Geisler. “Reading and Writing without Authority.” CCC 45.4 (1994): 505-520.

Abstract:

The authors investigate variables responsible for differences in writing styles between novice academic writers and experienced writers including disciplinary knowledge, educational credentials, age and gender. They argue that though domain knowledge helps them gain some authority, rhetorical knowledge must also be taught. Students should be taught to analyze authors’ assumptions, motivations and the situations that inform their work to help them gain agency as writers who recognize knowledge as developed through a “communal and continual process.”

Keywords:

ccc45.4 Authors Knowledge Paternalism Authority Claims Students Reading Definition Texts Domain Critique InformationTransfer JChildress HealthCare

Works Cited

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Bartholomae, David, and Anthony Petrosky. Facts, Artifacts and Counterfacts: Theory and Method for a Reading and Writing Course. Upper Montclair, NJ: Boynton, 1986.

Belenky, Mary Field, Blythe McVicker Clinchy, Nancy Rule Goldberger and Jill Mattuck Tarule. Women’s Ways of Knowing: The Development of Self, Voice and Mind. New York: Basic, 1986.

Bizzell, Patricia. “Cognition, Convention and Certainty: What We Need to Know about Writing.” Pre/Text 3 (1982): 213-243.

—. “What Happens When Basic Writers Come to College?” CCC 37 (1986): 294301.

Bruffee, Kenneth A. “Social Construction, Language, and the Authority of Knowledge: A Bibliographical Essay.” College English 48 (1986): 773-90.

Childress, James. Who Should Decide? Paternalism in Health Care. New York: Oxford UP, 1982.

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—. Academic Literacy and the Nature of Expertise. Hillsdale, NJ: Erlbaum, 1994.

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—. “Adolescent Development Reconsidered.” Gilligan et al. vii-xxxix.

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Greene, Stuart. “Exploring the Relationship Between Authorship and Reading.” Penrose and Sitko. 33-51.

Haas, Christina. “Beyond’ Just the Facts’: Reading as Rhetorical Action.” Penrose and Sitko. 19-32.

—. “Learning to Read Biology: One Student’s Rhetorical Development in College.” Written Communication 11 (1994): 43-84.

Higgins, Lorraine. “Reading to Argue: Helping Students Transform Source Texts.” Penrose and Sitko. 70-10 I.

Kaufer, David, and Cheryl Geisler. “Novelty in Academic Writing.” Written Communication 8 (1989): 286-311.

Kaufer, David S., Cheryl Geisler and Christine M. Neuwirth. Arguing from Sources: Exploring Issues through Reading and Writing. San Diego: Harcourt, 1989.

Lamb, Catherine E. “Beyond Argument in Feminist Composition.” CCC 42 (1991): 11-24.

Langer, Judith A. “The Effects of Available Information on Responses to School Writing Tasks.” Reading Research Quarterly 19 (1984): 468-81.

Newell, George E. and Peter N. Winograd. “The Effects of Writing on Learning from Expository Text.” Written Communication 6 (1989): 196-217.

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Rodriguez, Richard. Hunger of Memory. New York: Bantam, 1983.

Rose, Mike. Lives on the Boundary. New York: Macmillan, 1989.

Tompkins, Jane. “Me and My Shadow.” New Literary History 19(1987): 169-78.

Wall, Susan. “Writing, Reading and Authority: A Case Study.” Bartholomae and Petrosky 105-36.

Wilson, Paul T. and Richard C. Anderson. “What They Don’t Know will Hurt Them: The Role of Prior Knowledge in Comprehension: Reading Comprehensions: From Research to Practice. Ed. Judith Orasanu. Hillsdale, NJ: Erlbaum, 1986. 31-48.

Witte, Stephen P. “Context, Text, Intertext: Toward a Constructivist Semiotic of Writing.” Written Communication 9 (1992): 237-308.

Selfe, Cynthia L. and Richard J. Selfe, Jr. “The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones.” CCC 45.4 (1994): 480-504.

Abstract:

By describing some of the political and ideological implications of computer interfaces and use in pedagogy, the authors seek to help teachers to identify some of the effects of “domination and colonialism associated with computer use” to better consider the relationship between technology and education. They cite a study of schools with high minority enrollments problematically using computers for primarily basic skills drill and practice sessions in contrast to majority schools that use computers to develop higher order literacy and cognitive skills. The authors believe computer interfaces exacerbate this gap between populations; the Macintosh computer interface is cited as for privileging objects familiar to white collar people such as files, folders, telephones, faxes, watches, and desk calendars as opposed to alternative representations of objects such as those found on a mechanic’s workbench. Students must thus be taught to become technology critics as well as technology users and composition and humanist scholars must help design software and primary interfaces to counter dominant hegemonic practices.

Keywords:

ccc45.4 Computers Interfaces Technology Teachers Students English Composition Language Use Design Maps Borders ContactZone Culture Software Power

Works Cited

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—. “Tradition and Change in Computer-Supported Writing Environments.” Theoretical and Critical Perspectives on Teacher Change, Ed. P. Kahaney, J. Janangelo, and L. A. M. Perry. Norwood, NJ: Ablex, 1993. 155-86.

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—. “Arts of the Contact Zone.” Profession 91: (1991) 33-40.

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Selfe, Cynthia L. “English Teachers and the Humanization of Computers: Networking Communities of Readers and Writers.” On Literacy and Its Teaching: Issues in English Education. Eds. Gail E. Hawisher and Anna O. Soter. 1990. Albany, NY: State U of New York P, 1990. 190-205.

—. “Technology in the English Classroom: Computers through the Lens of Feminist Theory.” Computers and Community: Teaching Composition in the Twenty-First Century. Ed. Carolyn Handa. Portsmouth, NH: Boynton, 1990. 118-39.

Selfe, Cynthia L., and Paul R. Meyer. “Testing Claims for On-Line Conferences.” Written Communication 8 (1991): 163-92.

Sheingold, Karer, L. M. Martin, and M. W. Endreweit. “Preparing Urban Teachers for the Technological Future.” Mirrors of the Mind: Patterns of Experience in Educational Computing. Ed. Roy D. Pea and Karen Sheingold. Norwood, NJ: Ablex, 1987. 67-85.

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Springer, Claudia. “The Pleasure of the Interface.” Screen 32 (1991): 303-23.

Stuckey, Elspeth. The Violence of Literacy. Portsmouth, NH: Boynton, 1991.

Turkle, Sherry, and Papert, Seymour. “Epistomological pluralism: Styles and Voices within the Computer Culture.” Signs 16 (1990): 128-57.

Virilio, Paul. Speed and Politics: An Essay on Dromology. Trans. Mark Polizzotti. New York: Semiotext(e), 1987.

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Winograd, Terry and Fernando Flores. Understanding Computers and Cognition: A New Foundation for Design. Reading, MA: Addison, 1986.

Wheelock, Ann and Gail Dorman. Before It’s Too Late. Boston, MA: Massachusetts Advocacy Commission, 1989.

Wood, Denis. The Power of Maps. New York, NY: Guilford, 1992.

WordPerfect for DOS: Reference for IBM Personal Computers and PC Networks, 1989.

Brandt, Deborah. “Remembering Writing, Remembering Reading.” CCC 45.4 (1994): 459-479.

Abstract:

Brandt notes most research on reading and writing has focused on them as processes of meaning making, “emphasizing the role of textual language in those processes.” Brandt considers the attitudes taken toward these two activities from audiotaped interviews she conducted with forty residents of Dane County, Wisconsin. These accounts of literacy development show the people were not necessarily inspired to read when learning to write or vice versa. The prestige of reading was conveyed often to the interviewees as young children while writing was less explicitly taught and publicly valued, “largely because practices are embedded in mundane work and are more stratified generationally.” Brandt concludes by calling for further research into settings in which knowledge of reading and writing is practiced.

Keywords:

ccc45.4 Writing Reading People Children School Books Parents Literacy Mothers Family Home Memories Fathers Adults Interviews Feelings Generations

Works Cited

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Brandt, Deborah. Literacy as Involvement: The Acts of Writers, Readers, and Texts. Carbondale: Southern Illinois UP, 1990.

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Courage, Richard. “The Interaction of Public and Private Literacies.” CCC 44 (1993): 484-96.

Elbow, Peter. “The War Between Reading and Writing and How to End It.” Rhetoric Review 12 (1993): 5-24.

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Flower, Linda, et al. Reading-to- Write: Exploring a Cognitive and Social Process. New York: Oxford UP, 1990.

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Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois Up, 1991.

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Petersen, Bruce T. “Writing About Responses: A Unified Model of Reading, Interpretation, and Composition.” College English 44 (1982): 459-68.

Petrosky, Anthony. “From Story to Essay: Reading and Writing.” CCC 33 (1982): 19-36.

Radway, Janice. Reading the Romance: Women, Patriarchy, and Popular Literature. Chapel Hill: U of North Carolina p, 1984.

Salvatori, Mariolina. “Reading and Writing a Text: Correlations Between Reading and Writing Patterns.” College English 45 (1983): 657-66.

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Spivey, Nancy. “Transforming Texts: Constructive Processes in Reading and Writing.” Written Communication 7 (1990): 256-87.

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Vipond, Douglas and Russell Hunt. “Point Driven Understanding: Pragmatic and Cognitive Dimensions of Literary Reading,” Poetics 13 (1984): 261-77.

Lu, Min-Zhan. “Professing Multiculturalism: The Politics of Style in the Contact Zone.” CCC 45.4 (1994): 442-458.

Abstract:

A multicultural approach to style is advocated. Lu critiques the definition of style as belonging to those above “error” and to contest the distinction between “real” and “student” writers. Lu advocates students to recognize writers’ deviations from official codes of academic discourse and experiment negotiating their own style in light of such awareness.

Keywords:

ccc45.4 Students Style Writing Teaching Ability Power Discourses Class English Approach ContactZone Multiculturalism Error TDreiser

Works Cited

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Bakhtin, Mikhail. The Dialogic Imagination. Ed. Michael Holquist. Trans Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981.

Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12 (1993): 4-21.

Dreiser, Theodore. Dawn. New York: Fawcett, 1931.

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Horner, Bruce. “Mapping Errors and Expectations for Basic Writing: From the ‘Frontier Field’ to ‘Border Country,”’ English Education 26 (1994): 29-51.

—. “Rethinking the ‘Sociality’ of Error: Teaching Editing as Negotiation,” Rhetoric Review 11 (1992): 172-99.

Kazin, Alfred. On Native Grounds: An Interpretation of Modern American Prose Literature. New York: Harcourt. 1942.

Lu, Min-Zhan. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” College English 54 (1992): 887-913.

Mencken, H. L. “The Dreiser Bugaboo.” Seven Arts 2 (1917): 507-17.

Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, 1991.

Pratt, Mary Louise. “Arts of the Contact Zone.” Profession 91 (1991): 33-40.

Shaughnessy, Mina. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford UP, 1977.

Stein, Gertrude. The Autobiography of Alice B. Toklas. New York: Vintage, 1933.

Trask, Haunani-Kay. “From a Native Daughter.” Rereading America: Cultural Contexts for Critical Thinking and Writing. 2nd ed. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford, 1989. 118-27.

Traub, James. “P.C. vs. English: Back to Basic,” The New Republic 8 Feb. 1993: 18-19.

West, Cornel. “The New Cultural Politics of Difference,” Out There: Marginalization and Contemporary Cultures. Ed. Russel Ferguson, Martha Gever, Trinh T. Minh-Ha, and Cornel West. Cambridge, MA: MIT, 1990. 19-36.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v45-3

McLeod, Alisea C. Williams. “Review Essay: ‘Race,’ Writing, and the Politics of Public Disclosure.” Rev. of Eating on the Street by David Schaafsma; Bootstraps: From an American Academic of Color by Victor Villanueva; Living Dangerously: Multiculturalism and the Politics of Difference by Henry Giroux. CCC 45.3 (1994): 389-400.

Kirsch, Gesa, et al. “Interchanges.” CCC 45.3 (1994): 381-388.

Kirscht, Judy, Rhonda Levine and John Reiff. “Evolving Paradigms: WAC and the Rhetoric of Inquiry.” CCC 45.3 (1994): 369-380.

Abstract:

The authors explore the theoretical and pedagogical implications of what they claim as a major conflict in the field of writing, particularly WAC, between a belief in teaching voice versus a believe in teaching discourse conventions in specific fields. The authors contend that the conflict is based on a false dichotomy and that the practice of a “rhetoric of inquiry” would synthesize differences.

Keywords:

ccc45.3 Students Writing Composition Inquiry Discipline Knowledge WAC Process Conventions Data Questions Study Teaching Field Faculty Methods

Works Cited

Basseches. Michael. “Intellectual Development: the Development of Dialectical Thinking.” Thinking, Reasoning, and Writing. Ed. Elaine Maimon, Barbara Nodine, and Finbarr O’Conner. White Plains. NY: Longman 1989. 23-45.

Bazerman, Charles. “Codifying the Social Scientific Style: The APA Publication Manual as a Behaviorist Rhetoric.” The Rhetoric of the Human Sciences: Language and Argument in Scholarship and Public Affairs. Ed. John Nelson, Allan Megill, and Donald McCloskey. Madison: Wisconsin UP. 1987. 125-44.

—. “The Second Stage in Writing Across the Curriculum.” College English 53 (1991): 209-12.

Berlin, James A. and Inkster, Robert P. “Current-Traditional Rhetoric: Paradigm and Practice.” Freshman English News 8 (Winter 1980): 1-4. 13-14.

Berthoff, Ann E. “Killer Dichotomies: Reading In/Reading Out.” Farther Along: Transforming Dichotomies in Rhetoric and Composition. Ed. Kate Ronald and Hephzibah Roskelly. Portsmouth: Boynton. 1990: 12-24.

Britton, James. Tony Burgess. Nancy Martin, Alex McLeod. and Harold Rosen. The Development of Writing Abilities (11-18). London: Macmillan, 1975.

Coe, Richard M. “An Apology for Form: or, Who Took the Form out of the Process?” College English 49 (1987) 13-28.

Cooper, Marilyn. “The Ecology of Writing.” College English, 48 (1986): 364-75.

D’Angelo, Frank. A Conceptual Theory of Rhetoric. Cambridge: Winthrop. 1975.

Elbow, Peter. Writing Without Teachers. Oxford UP, 1973.

Emig, Janet. “Writing as a Mode of Learning.” CCC 28 (1977): 122-28.

Faigley, Lester. “Competing Theories of Process: A Critique and a Proposal.” College English 48 (1986): 527-42.

Fulwiler, Toby. “Journals Across the Disciplines.” English Journal 69.4 (1980): 14-19.

Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” CCC 33 (1982): 76-88.

Hamilton, David. “Interdisciplinary Writing.” College English 41 (1980): 780-96.

Macrorie, Ken. Telling Writing. New Rochelle: Hayden, 1970.

Maimon, Elaine, Gerald Belcher. Gail Hearn, Barbara Nodine, and Finbarr O’Connor. Writing in the Arts and Sciences. Cambridge: Winthrop, 1981.

McDonald, Susan Peck. “Problem Definition in Academic Writing.” College English 49 (1987): 315-31.

Moffett, James. Teaching the Universe of Discourse. Boston: Houghton, 1968.

Murray, Donald. “Teach Writing As Process. Not Product.” Rhetoric and Composition. Ed. Richard L. Graves. New Rochelle: Hayden, 1976:79-82.

Myer, Greg. “The Social Construction of Two Biologists’ Proposals.” Written Communication 2 (1985): 219-45.

Myer, Greg. “Writing Research and the Sociology of Scientific Knowledge: a Review of Three New Books.” College English 48 (1986): 595-608.

Nelson. John S., Allan Megill, and Donald N. McCloskey, eds. The Rhetoric of the Human Sciences: Language and Argument in Scholarship and Public Affairs. Madison: Wisconsin UP, 1987.

Russell, David R. Writing in the Academic Disciplines. 1870-1990: A Curricular History. Carbondale: Southern Illinois UP, 1991.

Shaughnessy, Mina P. Errors and Expectations. Oxford UP, 1977.

Ewald, Helen Rothschild and David L. Wallace. “Exploring Agency in Classroom Discourse or, Should David Have Told His Story?” CCC 45.3 (1994): 342-368.

Abstract:

The authors state a tension exists in the composition field between those who advocate student-centered pedagogy those who advocate the importance of knowledge transfer from teacher to student. They examine an excerpt from classroom discourse and the interpretations of the teacher and four students of the discourse. Claiming that both teacher and students are constructed agents in the classroom, the authors state that both construct meaning even as they are constructed by classroom discourse and its power dynamics.

Keywords:

ccc45.3 Students Classrooms Story Agency Discourse Class Teachers Action Discussion Interpretation AffirmativeAction Authority Women Topics ClassroomDiscourse

Works Cited

Bartholomae, David. “Inventing the University.” In When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford 1986. 134-65.

Bellack, Arno A., Herbert M. Kliebard, Ronald T. Hyman, and Frank L. Smith. The Language of the Classroom. New York: Teachers College Press, 1966.

Bizzell, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: University of Pittsburgh Press, 1992.

—. “Beyond Anti-foundationalism to Rhetorical Authority: Problems Defining ‘Cultural Literacy.”’ College English 54 (1990): 661-75.

Bloom, Lynn Z. “Teaching College English as a Woman.” College English 54 (1992): 818-825.

Boggs, William O. “Comment on ‘Pedagogy of the Distressed.”’ College English 54 (1992): 477-80.

Bridwell-Bowles, Lillian, “Discourse and Diversity: Experimental Writing within the Academy.” CCC43 (1992): 349-68.

Carrol, Michael. “A Comment on ‘Pedagogy of the Distressed.”’ College English 53 (1991): 599-601.

Caughie, Pamela. ”’Not Entirely Strange, . . . Not Entirely Friendly’: Passing and Pedagogy.” College English 54 (1992): 775-793.

Cazden, Courtney. Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heineman, 1988.

Davidson, Donald. “A Nice Derangement of Epitaphs.” Truth and Interpretations: Perspectives on the Philosophy of Donald Davidson. Ed. Ernest Le Pore. New York: Blackwell, 1986.

Donahue, Patricia and Ellen Quandahl, eds. Reclaiming Pedagogy: The Rhetoric of The Classroom. Carbondale: Southern Illinois UP, 1989.

Eichhorn, Jill, Sara Farris, Karen Hayes, Adriana Hernandez, Susan C. Jarratt, Karen Powers-Stubbs, and Marian M. Sciachitano. ” A Symposium on Feminist Experiences in the Composition Classroom .” CCC 43 (1992): 297-322.

Ewald, Helen Rothschild. “Comment on ‘Pedagogy of the Distressed.'” College English 54 (1992): 354-56.

Flanders, Ned A. Analyzing Teacher Behavior. Reading, MA: Addison-Wesley, 1970.

Flynn, Elizabeth A. “Composing as a Woman.” CCC 39 (1988): 423-35.

Frey, Olivia. “Beyond Literary Darwinism: Women’s Voices and Critical Discourse.” College English 52 (1990): 507-526.

Gumperz, John Joseph. Interactional Sociolinguistics in the Study of Schooling. The Social Construction of Literacy. Ed. Jenny Cook-Gumperz. New York: Cambridge UP, 1986. 45-68.

Hillocks, George. Research on Written Composition: New Directions for Teaching. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills, 1986.

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. ” Remediation as a Social Construct: Perspectives from an Analysis of Classroom Discourse .” CCC 42 (1991): 299-329.

Jarratt, Susan C. “Feminism and Composition: The Case for Conflict.” Contending with Words: Composition in a Postmodern Era. Ed. Patricia Harkin and John Schlib. New York: MLA, 1991. 105-25.

Kent, Thomas. “Formalism, Social Construction, and the Problem of Interpretive Authority.” professional Communication: The Social Perspective. Eds. Nancy Roundy Blyler and Charlotte Thralls. Newbury Park: Sage. 79-91.

—. “On the Very Idea of a Discourse Community.” CCC 42 (1991): 425-445.

Kuhn, Mark S. “A Discourse Analysis of Discussions in the College Classroom.” Diss. Harvard U, 1984.

Lamb, Catherine E. “Beyond Argument in Feminist Composition.” CCC 42 (1991): 11-24.

Lemke, J. L. “Classroom and Communication of Science.” Final Report of NSF/ RISE, April, 1982. ERIC ED 222 346.

Martin, Robert M. “Comment on ‘Pedagogy of the Distressed.”’ College English 54 (1992): 356-58.

McGann, Patrick. “Comment on ‘Pedagogy of the Distressed.'” College English 54 (1992): 358-60.

Mehan, Hugh. Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard UP, 1979.

Nystrand, Martin, and Adam Gamoran. “Instructional Discourse, Student Engagement, and Literature Achievement. Research in the Teaching of English 25 (1991): 261-290.

Peterson, Linda H. “Gender and the Autobiographical Essay.” CCC 42 (1991): 170-183.

Seabury, Marcia Bundy. “Another Comment on ‘Pedagogy of the Distressed.'” College English 53 (1991): 714-717.

Sinclair, J. McH., and R. M. Coulthard. Towards an Analysis of Discourse: The English Used by Teachers and Pupils. London: Oxford UP, 1975.

Sipiora, Phillip and Janet Atwill. “Rhetoric and Cultural Explanation: A Discussion with Gayatri Charkravoty Spivak.” Journal of Advanced Composition 10.2 (1990): 293-304.

Tompkins, Jane. “Pedagogy of the Distressed.” College English 52 (1990): 653-660.

Weiler, Kathleen. Women Teaching for Change: Gender, Class, and Power. South Hadley, MA: Bergin, 1988.

Stygall, Gail. “Resisting Privilege: Basic Writing and Foucault’s Author Function.” CCC 45.3 (1994): 320-341.

Abstract:

Stygall begins by chronicling various definitions of basic writing by different scholars and yet cedes its obvious use as a signifier of many valuations of students. Then by examining the correspondence between graduate students and undergraduate students from three universities, Stygall argues that the institutional practice of basic writing is constructed and prescribed by a type of Foucault’s author function and that teaching practices such as one teacher for each classroom, large numbers of students per class, and the separation of students by age and grade level keep the author function dominant.

Keywords:

ccc45.3 Students Writing Graduate Authors BasicWriters GraduateStudents Practices AuthorFunction MFoucault Teachers Teaching Education DiscursivePractices Class Privilege

Works Cited

Armstrong, Cheryl. “Reexamining Basic Writing: Lessons from Harvard’s Basic Writers.” Journal of Basic Writing 7.2 (1988): 68-80.

Brannon, Lit and C. H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” CCC 33 (1982): 157-166.

Brodkey, Linda. “On the Subjects of Class and Gender in the ‘Literacy Letters.”’ College English 51 (1989): 125-141.

Daiker, Donald. “Learning to Praise.” Writing and Response: Theory, Practice, and Research. Ed. Chris Anson. Urbana, IL: NCTE, 1989. 103-113.

Farrell, Thomas. “IQ and Standard English.” CCC 34 (1983): 470–484.

Foucault, Michel. “Powers and Strategies.” Power/Knowledge: Selected Interviews & Other Writings, 1972-1977. Ed. Colin Gordon. Trans. by Colin Gordon, Leo Marshall, John Mepham, and Kate Soper. New York: Pantheon, 1980. 134-145.

—.”What Is an Author?” The Foucault Reader. Ed. Paul Rabinow. Trans. by Joseu V. Harari. New York: Pantheon, 1984. 10 1120.

Graff, Gerald. Professing Literature: An Institutional History. Chicago: University of Chicago P, 1987.

Lunsford, Andrea. “Cognitive Development and the Basic Writer.” A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos. Manchester, MO: McGraw, 1987. 449-459.

Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale, IL: Southern Illinois UP, 1991.

Murphy, Ann. “Transference and Resistance in the Basic Writing Classroom: Problematics and Praxis.” CCC 40 (1989): 175-187.

Ohmann, Richard. English in America. New York: Oxford, 1976.

Recchio, Thomas E. “A Bakhtinian Reading of Student Writing.” CCC 42 (1991): 446-454.

Shaughnessey, Mina. Errors and Expectations. New York: Oxford UP, 1983.

Shumway, David. Michel Foucault. Charlottesville, VA: University of Virginia P, 1989.

Sommers, Nancy. “Revision Strategies of Student Writers and Experienced Adult Writers.” A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos. Manchester, MO: McGraw, 1987. 535-544.

Stygall, Gail. “Politics and Proof in Basic Writing.” Journal of Basic Writing 7.2 (1988): 28-41.

Williams, Joseph. “The Phenomenology of Error.” CCC 32 (1981): 152-168.

Herzberg, Bruce. “Community Service and Critical Teaching.” CCC 45.3 (1994): 307-319.

Abstract:

Herzberg argues that questions about social structures, ideology and social justice need to be intentionally addressed in community service learning classes. He critiques first how students often regard social problems as chiefly personal and thus dismiss systemic explanations for problems such as homelessness. Such community service learning results in charity not social change. Herzberg reviews his curriculum at the business school where he works and concludes with a summation of his goal: students as better citizens who practice rhetorical and practical social transformation.

Keywords:

ccc45.3 Students Service Shelter Class Schools Literacy Community Teaching Education Experience ServiceLearning MRose

Works Cited

Bizzell, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: U of Pittsburgh P, 1993. 277-95.

Cotton, Debbie, and Timothy K. Stanton. “Joining Campus and Community through Service Learning.” Community Service as Values Education. Ed. Cecilia 1. Delve et al. San Francisco: Jossey-Bass, 1990.

Crooks, Robert. “Service Learning and Cultural Critique: Towards a Model for Activist Expository Writing Courses.” Conference on College Composition and Communication, San Diego, CA, March 1993.

Friedman, Phil. “A Secular Foundation for Ethics: Business Ethics and the Business School.” EDP Auditor Journal 2 (1989): 9-11.

Gablenick, Faith, Jean MacGregor, Robert S. Matthews, and Barbara Leigh Smith, eds. Learning Communities Creating Connections Among Students, Faculty, and Disciplines. San Francisco: Jossey-Bass, 1990.

Greco, Norma. “Critical Literacy and Community Service: Reading and Writing the World.” English Journal 81 (1992): 83-85.

Greer, Colin. The Great School Legend: A Revisionist Interpretation of American Public Education. New York: Basic, 1972.

Hairston, Maxine. “Diversity, Ideology, and Teaching Writing.” CCC 43 (1992): 179-93.

Herzberg Bruce. “Composition and the Politics of the Curriculum.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth, NH: Boynton, 1991. 97-118.

Kintgen, Eugene R., Barry M. Kroll, and Mike Rose, eds. Perspectives on Literacy. Carbondale: Southern Illinois UP, 1988.

Knoblauch, C. H. “Critical Teaching and Dominant Culture.” Composition and Resistance. Ed. C. Mark Hurlbert and Michael Blitz. Portsmouth, NH: Boynton, 1991. 12-21.

Knoblauch, C. H., and Lil Brannon. Critical Teaching and the Idea of Literacy. Portsmouth, NH: Boynton, 1993.

Kozol, Jonathan. Savage Inequalities. New York: Crown, 1991.

Let 100 Flowers Bloom: Community Service Writing Curriculum Materials Developed by the Stanford Freshman English Program. Stanford U, n.d.

Rose, Mike. Lives on the Boundary. New York: Free, 1989.

Spellmeyer, Kurt. “Knowledge Against ‘Knowledge.”’ Composition and Resistance. Ed. C. Mark Hurlbert and Michael Blitz. Portsmouth, NH: Boynton, 1991. 70-80.

Stroud, Susan. “A Report from the Director.” Campus Compact Fall 1992: 3-4.

Zlotkowski, Edward. “Address to the Faculty of Niagara University.” Niagara, NY, April 1993.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v43-2

Courage, Richard Arthur. Rev. of Literacy in the United States: Readers and Reading since 1880 by Carl F. Kaestle, Helen Damon-Moore, Lawrence C. Stedman, Katherine Tinsley, and William Vance Trollinger, Jr. CCC 43.2 (1992): 256-257.

Sudol, Ronald A. Rev. of Academic Literacies: The Public and Private Discourse of University Students by Elizabeth Chiseri-Strater. CCC 43.2 (1992): 257-259.

Kaufer, David, Chris Neuwirth and Myron Tuman. Rev. of Writing Space: The Computer, Hypertext, and the History of Writing by Jay David Bolter. CCC 43.2 (1992): 259-263.

Zamel, Vivian. Rev. of At the Point of Need: Teaching Basic and ESL Writers by Marie Wilson Nelson. CCC 43.2 (1992): 263-265.

Lay, Nancy Duke S. Rev. of ESL in America: Myths and Possibilities by Sarah Benesch. CCC 43.2 (1992): 265-266.

Weaver, Constance. Rev. of Grammar and the Teaching of Writing: Limits and Possibilities by Rei R. Noguchi. CCC 43.2 (1992): 266-269.

Farrell, Thomas J. Rev. of Rhetorical Grammar: Grammatical Choices, Rhetorical Effects by Martha Kolln. CCC 43.2 (1992): 269-270.

Beauvais, Paul Jude. Rev. of Doing Grammar by Max Morenberg. CCC 43.2 (1992): 270-272.

Shramek, Dennis. Rev. of A Writer’s Handbook: Style and Grammar by James D. Lester; New Concise Handbook by Hans P. Guth; The Scott, Foresman Handbook for Writers by Maxine Hairston and John J. Ruszkiewicz. CCC 43.2 (1992): 272-276.

Kinneavy, James L. Rev. of Selected Essays of Edward P. J. Corbett by Edward P. J. Corbett and Robert J. Connors. CCC 43.2 (1992): 276-277.

Philbin, Alice I. Rev. of Interviewing Practices for Technical Writers by Earl E. McDowell. CCC 43.2 (1992): 277-279.

CCCC Committee on Assessment. “A Selected Bibliography on Postsecondary Writing Assessment, 1979-1991.” CCC 43.2 (1992): 244-255.

Abstract:

Keywords:

ccc43.2 Bibliography Assessment Writing Classroom Testing CCCC

No works cited.

Neuleib, Janice. “The Friendly Stranger: Twenty-Five Years as “Other.” CCC 43.2 (1992): 231-243.

Abstract:

Keywords:

ccc43.2 Students Teacher Culture Language Writing Values MRose CGeertz Knowledge Others Community Research

Works Cited

Bakhtin, Mikhail. “Discourse in the Novel.” Ed. Michael Holquist. The Dialogic Imagination. A ustin: U of Texas P, 1981. 259-442.

—. “Forms of Time and the Chronotope in the Novel.” Ed. Michael Holquist. The Dialogic Imagination. Austin: U of Texas P, 1981. 84-258.

Bartholomae, David. “Inventing the University.” Journal of Basic Writing 5 (Spring 1986): 109-28.

—. “The Study of Error.” CCC 31 (Oct. 1980): 253-69.

Bartholomae, David, and Anrhony Petrosky. Facts, Artifacts and Counterfacts: Theory and Method for a Reading and Writing Course. Upper Montclair: Boynton, 1986.

Bizzell, Patricia. “Foundational ism and Anti-Foundationalism in Composition Studies.” PRE/TEXT 7 (Spring/Summer 1986): 37-55.

Brannon, Lil, and C. H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” CCC 33 (May 1982): 157-51.

Clark, Beverly Lyon. Talking about Writing: A Guide for Tutor and Teacher Conferences. Ann Arbor: U of Michigan P, 1985.

Clifford, James. Introduction. Writing Culture, the Poetics and Politics of Ethnography. Ed. James Clifford and George E. Marcus. Berkeley: U of California P, 1986. 1-26.

—. The Predicament of Culture. Cambridge: Harvard UP, 1988.

Diamond, Jared. “The Ethnobiologist’s Dilemma.” Natural History June 1989: 26-30.

Donaldson, Margaret. Children’s Minds. New York: Norton, 1979.

Finkel, Donald, and G. Stephen Monk. “Students in Learning Groups: Active Learning through Conversation.” Learning in Groups. Ed. Clark Bouton and Russell Y. Garth. San Francisco: Jossey-Bass, 1983. 83-97.

Finlay, Linda Shaw, and Valerie Faith. “Illiteracy and Alienation in American Colleges: Is Paulo Freire’s Pedagogy Relevant?” Freire for the Classroom, A Sourcebook for Liberatory Teaching. Ed. Ira Shor. Portsmouth: Heinemann 1987. 63-86.

Fontaine, Sheryl I. “The Unfinished Story of the Interpretive Community.” Rhetoric Review 7 (Fall 1988): 89-96.

Geertz, Clifford. Works and Lives: The Anthropologist as Author. Stanford: Stanford UP, 1988.

Gere, Anne Ruggles. Writing Groups: History, Theory, and Implications. Carbondale: Southern Illinois UP, 1987.

Harris, Muriel. “Composing Behaviors of One- and Multi-Draft Writers.” College English 51 (Feb. 1989): 174-91.

—. Teaching One-to-One: The Writing Conference. Urbana: NCTE, 1986.

Heath, Shirley Brice. “Protean Shapes in Literacy Events.” Spoken and Written Language: Exploring Orality and Literacy. Ed. Deborah Tannen. Norwood: Ablex, 1982,91-117.

Hillocks, George, Jr. Research on Written Composition. Urbana: NCTE, 1986.

Horning, Alice. Teaching Writing as a Second Language. Carbondale: Southern Illinois UP, 1987.

Hull, Glynda. “The Editing Process in Writing: A Performance Study of More Skilled and Less Skilled Writers.” Research in the Teaching of English 21 (Feb. 1987): 8-29.

Hull, Glynda, and Mike Rose. “Rethinking Remediation.” Written Communication 6 (Apr. 1989): 139-53.

Hymes, Dell. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: U of Pennsylvania P, 1974.

Jackson, Bruce. Fieldwork. Urbana: U of Illinois P, 1987.

Knoblauch, C. H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair: Boynton, 1984.

Lauer, Janice M., and J. William Asher. Composition Research: Empirical Designs. New York: Oxford UP, 1988.

LeFevre, Karen Burke. Invention as a Social Act. Carbondale: Southern Illinois UP, 1987.

Lunsford, Andrea. “The Content of Basic Writers’ Essays.” CCC 31 (Oct. 1980): 278-90.

McCarthy, Lucille Parkinson. “A Stranger in Strange Lands: A College Student Writing across the Curriculum.” Research in the Teaching of English 21 (Oct. 1987): 233-63.

Rose, Mike. Lives on the Boundary. New York: Free Press, 1989.

—. Writer’s Block: The Cognitive Dimension. Carbondale: Southern Illinois UP 1984.

Selfe, Cynthia L. “Reading as a Writing Strategy: Two Case Studies.” Convergences: Transactions in Reading and Writing. Ed. Bruce T. Peterson. Urbana: NCTE, 1986. 46-63.

Shaughnessy, Mina. “Diving In: An Introduction to Basic Writing.” CCC 27 (Oct. 1976): 234-39.

—. Errors and Expectations. New York: Oxford UP, 1977.

Spradley, James P. Participant Observation. New York: Holt, 1980.

Gill, Glenda E. “The African-American Student: At Risk.” CCC 43.2 (1992): 225-230.

Abstract:

Keywords:

ccc43.2 Students PositiveReinforcement College AfricanAmerican Admissions

No works cited.

Chordas, Nina. “Classrooms, Pedagogies, and the Rhetoric of Equality.” CCC 43.2 (1992): 214-224.

Abstract:

Keywords:

ccc43.2 Equality Students Classrooms Democracy Society Power Pedagogy Language IShor RWeaver

Works Cited

Bechtel, Judith. “Why Teaching Writing Always Brings Up Questions of Equity.” Caywood and Overing 179-84.

Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of Mankind.'” College English 46 (Nov. 1984): 635-52.

Caywood, Cynthia 1., and Gillian R. Overing, eds. Teaching Writing.’ Pedagogy, Gender, and Equity. Albany: State U of New York P, 1987.

DeMott, Benjamin. The Imperial Middle: Why Americans Can’t Think Straight About Class. New York: William Morrow, 1990.

Elbow, Peter. What Is English? New York: MLA, 1990.

Fox, Thomas. The Social Uses of Writing: Politics and Pedagogy. Norwood, NJ: Ablex, 1990. Frey, Olivia. “Equity and Peace in the New Writing Class.” Caywood and Overing 93-106.

Gere, Anne Ruggles. Writing Groups: History, Theory and Implications. Carbondale: Southern Illinois UP, 1987.

Harris, Joseph. “The Idea of Community in the Study of Writing.” CCC 40 (Feb. 1989): 11-22.

Lloyd-Jones, Richard, and Andrea Lunsford, eds. The English Coalition Conference: Democracy through Language. Urbana: NCTE, 1989.

Myers, Greg. “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” College English 48 (Feb. 1986): 154-74.

Shor, Ira. “Educating the Educators: A Freirean Approach to the Crisis in Teacher Education.” Freire for the Classroom. Ed. Ira Shor. Portsmouth, NH: Boynton/Cook, 1987.7-32.

Tuman, Myron C. ” Class, Codes, and Composition: Basil Bernstein and the Critique of Pedagogy .” CCC 39 (Feb. 1988): 42-51.

Weaver, Richard M. The Ethics of Rhetoric. Chicago: Henry Regnery, 1953.

—. Ideas Have Consequences. Chicago: U of Chicago P, 1948.

Williams, Raymond. Keywords: A Vocabulary of Culture and Society. Rev. ed. New York: Oxford UP, 1983.

Lazere, Donald. “Teaching the Political Conflicts: A Rhetorical Schema.” CCC 43.2 (1992): 194-213

Abstract:

Keywords:

ccc43.2 Students Writing Courses Sources Composition Issues CriticalThinking Discourse Rhetoric Schema Political Conflict Bias Ideology

Works Cited

Allport, Gordon. The Nature of Prejudice. Reading: Addison-Wesley, 1979.

Dieterich, Daniel, ed. Teaching About Doublespeak. Urbana: NCTE, 1977.

Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge: Harvard UP, 1982.

Graff, Gerald. Professing Literature: An Institutional History. Chicago: U of Chicago P, 1987.

Hairston, Maxine. “Required Writing Courses Should Not Focus on Politically Charged Issues.” Chronicle of Higher Education 23 January 1991: B2-3.

Harty, Sheila. Hucksters in the Classroom: A Review of Industry Propaganda in Schools. Washington: Center for the Study of Responsive Law, 1979.

Kohlberg, Lawrence. Essays on Moral Development: Volume 1, The Philosophy of Moral Development. San Francisco: Harper and Row, 1981.

Kytle, Ray. Clear Thinking for Composition. New York: Random House, 1986.

Lazere, Donald. American Media and Mass Culture: Left Perspectives. Berkeley: U of California P, 1987.

—. Composition for Critical Thinking: A Course Description. Rohnert Park, CA: Center for Critical Thinking and Moral Critique of Sonoma State U, 1986. ERIC, 1986. ED 273 959.

—. “Critical Thinking in College English Studies.” ERIC Digest, 1987.

—. “Literacy and Mass Media: The Political Implications.” New Literary History 18 (Winter 1987): 238-55. Rpt in Reading in America: Literature and Social History. Ed. Cathy Davidson. Johns Hopkins UP, 1989. 285-303.

—, guest editor. “Mass Culture, Political Consciousness, and English Studies.” College English 38 (Nov. 1977).

Lutz, William A., ed. After 1984: Doublespeak in a Post-Orwellian Age. Urbana: NCTE, 1989.

Mayfield, Marlys. Thinking for Yourself: Developing Critical Thinking Skills Through Writing. 2nd ed. Belmont, CA: Wadsworth, 1991.

Perry, William. Forms of Intellectual and Ethical Development in the College Years. New York: Holt, 1970.

Rank, Hugh. Persuasion Analysis: A Companion to Composition. Park Forest: Counter-Propaganda P, 1988.

—. The Pitch. Park Forest: Counter-Propaganda P, 1982.

Rokeach, Milton. The Open and Closed Mind. New York: Basic, 1960.

Schrank, Jeffrey. Deception Detection. Boston: Beacon P, 1979.

—. Snap, Crackle, and Popular Taste: The Illusion of Free Choice in America. New York: Dell, 1977.

Hairston, Maxine. “Diversity, Ideology, and Teaching Writing.” CCC 43.2 (1992): 179-193.

Abstract:

Keywords:

ccc43.2 Students Writing English Composition Courses Curriculum Diversity Departments Ideology Values Faculty Goals Agenda Culture UTexas CulturalLeft

Works Cited

Bauer, Dale. “The Other ‘F’ Word: Feminist in the Classroom.” College English 52 (Apr. 1990): 385-96.

Berlin, James A. “Rhetoric and Ideology in the Writing Class.” College English 50 (Sep. 1988): 477-94.

Bizzell, Patricia. “Beyond Anti-Foundationalism to Rhetorical Authority: Problems in Defining ‘Cultural Literacy”” College English 52 (Oct. 1990): 661-75.

Bleich, David. “Literacy and Citizenship: Resisting Social Issues.” Lunsford, Moglen, and Slevin 163-69.

Faigley, Lester. “The Study of Writing and the Study of Language.”‘ Rhetoric Review 7 (Spring 1989): 240-56.

Harkin, Patricia, and John Schilb. Contending with Words: Composition and Rhetoric in a Postmodern Age. New York: MLA, 1991.

Knoblauch, C. H. “Literacy and the Politics of Education.” Lunsford, Moglen, and Slevin 74-80.

—. “Rhetorical Constructions: Dialogue and Commitment.” College English 50 (Feb. 1988): 125-40.

Laditka, James N. “Semiology, Ideology, Praxis: Responsible Authority in the Composition Classroom.” Journal of Advanced Composition 10.2 (Fall 1990): 357-73.

Lunsford, Andrea A, Helen Moglen, and James Slevin, eds. The Right to Literacy. New York: MLA and NCTE, 1990.

Paine, Charles. “Relativism, Radical Pedagogy, and the Ideology of Paralysis.” College English 51 (Oct. 1989): 557-70.

Searle, John. “The Storm Over the University.” Rev. of Tenured Radicals, by Roger Kimball; The Politics of Liberal Education, ed. by Darryl L. Gless and Barbara Hernstein Smith; and The Voice of Liberal Learning: Michael Oakeshott on Education, ed. by Timothy Fuller. The New York Review of Books 6 Dec. 1990: 34-42.

Strickland, Ronald. “Confrontational Pedagogy and Traditional Literary Studies.” College English 52 (Mar. 1990): 291-300.

Weaver, Richard M. The Ethics of Rhetoric. Chicago: Henry Regnery, 1953.

Bloom, Lynn Z. “I Want a Writing Director.” CCC 43.2 (1992): 176-178.

Abstract:

Keywords:

ccc43.2 WritingDirector WPA Courses Tenure Colleagues Institutions Composition

No works cited.

Merrill, Robert, et al. “Symposium on the 1991 ‘Progress Report from the CCCC Committee on Professional Standards.'” CCC 43.2 (1992): 154-175.

Abstract:

Keywords:

ccc43.2 Writing Statement Composition Faculty Instruction Teaching Work Report Committee Rhetoric WritingCenters ProgressReport ProfessionalStandards

Works Cited

Bergmann, Barbara R. “Bloated Administration, Blighted Campuses.” Academe 77 (Nov./Dec. 1991): 12-16.

Black, Edwin. “Plato’s View of Rhetoric.” Quarterly journal of Speech 44 (Dee. 1958): 361-74.

CCCC Committee on Professional Standards. ” A Progress Report from the CCCC Committee on Professional Standards .” CCC 42 (Oct. 1991): 330-44.

CCCC Executive Committee. ” Statement of Principles and Standards for the Postsecondary Teaching of Writing.” CCC 40 (Oct. 1989): 329-36.

Campbell, Hugh. “Two Memos to Colleagues.” CCC 42 (Oct. 1991): 368-71.

Ede, Lisa. “Writing as a Social Process: A Theoretical Foundation for Writing Centers?” Writing Center journal 9.2 (Spring/Summer 1989): 4-12.

Faigley, Lester, and Thomas P. Miller. “What We Learn from Writing on the Job.” College English 44 (Oct. 1982): 557-69. .

North, Stephen. “The Idea of a Writing Center.” College English 46 (Sept. 1984): 433-46.

Olson, Gary, and Evelyn Ashton-Jones. “Writing Center Directors: The Search for Professional Status.” WPA: Writing Program Administration 12.1-2 (Fall/Winter 1988): 19-28.

Robinson, William S. ” The CCCC Statement of Principles and Standards: A (Partly) Dissenting View .” CCC 42 (Oct. 1991): 345-49.

Simpson, Jeanne H. “What Lies Ahead for Writing Centers: Position Statement on Professional Concerns.” Writing Center journal 5.2 (Spring/Summer 1985): 35-39.

Sledd, James. “Why the Wyoming Resolution Had to Be Emasculated: A History and a Quixotism.” Journal of Advanced Composition 11 (Fall 1991): 269-81.

Tuman, Myron. “Unfinished Business: Coming to Terms with the Wyoming Resolution.” CCC 42 (Oct. 1991): 356-64.

Wyche-Smith, Susan, and Shirley Rose. ” One Hundred Ways to Make the Wyoming Resolution a Reality .” CCC 41 (Oct. 1990): 318-24.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v43-4

Vipond, Douglas. Rev. of (Inter)views: Cross-Disciplinary Perspectives on Rhetoric and Literacy by Gary A. Olson and Irene Gale. CCC 43.4 (1992): 531-532.

North, Stephen M. Rev. of Contending with Words: Composition and Rhetoric in a Postmodern Age by Patricia Harkin and John Schilb. CCC 43.4 (1992): 532-534.

Williams, James D. Rev. of Rereading the Sophists: Classical Rhetoric Refigured by Susan C. Jarratt. CCC 43.4 (1992): 534-537.

White, Edward M. Rev. of Portfolios: Process and Product by Pat Belanoff; Marcia Dickson. CCC 43.4 (1992): 537-539.

Greenberg, Karen L. Rev. of Assigning, Responding, Evaluating: A Writing Teacher’s Guide by Edward M. White. CCC 43.4 (1992): 540-541.

French, Mary G. Rev. of Evolving Perspectives on Computers and Composition Studies: Questions for the 1990s by Gail E. Hawisher and Cynthia L. Selfe. CCC 43.4 (1992): 541-542.

Campbell, JoAnn. Rev. of Pain and Possibility: Writing Your Way through Personal Crisis by Gabriele Rico. CCC 43.4 (1992): 542-544.

Ruszkiewicz, John. “Response to Vara Neverow-Turk, ‘Researching the Minimum Wage: A Moral Economy for the Classroom.'” CCC 43.4 (1992): 520-521.

Neverow-Turk, Vara. “Reply by Vara Neverow-Turk.” CCC 43.4 (1992): 521.

Schiappa, Edward. “Response to Thomas Kent, ‘On the Very Idea of a Discourse Community.'” CCC 43.4 (1992): 522-523.

Kent, Thomas. “Reply by Thomas Kent.” CCC 43.4 (1992): 524.

Bowman, B. J. “Response to Janice M. Wolff, ‘Writing Passionately: Student Resistance to Feminist Readings.'” CCC 43.4 (1992): 525-526.

Wolff, Janice M. “Reply by Janice M. Wolff.” CCC 43.4 (1992): 526.

Tweedie, Sanford and Lynn Kramer. “Responses to Thomas E. Recchio, ‘A Bakhtinian Reading of Student Writing.'” CCC 43.4 (1992): 526-529.

Recchio, Thomas E. “Reply by Thomas E. Recchio.” CCC 43.4 (1992): 529-530.

Leahy, Richard. “Twenty Titles for the Writer.” CCC 43.4 (1992): 516-519.

Abstract:

Keywords:

ccc43.4 Titles Exercises Students Essay Writing Beginning Classrooms

No works cited.

Burnham, Christopher C. “Crumbling Metaphors: Integrating Heart and Brain through Structured Journals.” CCC 43.4 (1992): 508-515.

Abstract:

Keywords:

ccc43.4 Metaphor Students Walden Integration Journal Experience Work Sense LakoffJohnson Reading HDThoreau Mind

No works cited.

Finders, Margaret. “With Jix.” CCC 43.4 (1992): 497-507.

Abstract:

Keywords:

ccc43.4 Jix Students Writing RLloyd-Jones Class Language Office Silence Teaching

No works cited.

Lloyd-Jones, Richard. “Who We Were, Who We Should Become.” CCC 43.4 (1992): 486-496.

Abstract:

Keywords:

ccc43.4 People Students CCCC Research Language Teaching College Composition Education Community NCTE English Literature

No works cited.

Campbell, JoAnn. “Controlling Voices: The Legacy of English A at Radcliffe College 1883-1917.” CCC 43.4 (1992): 472-485.

Abstract:

Keywords:

ccc43.4 Students Women Writing Classroom Intimacy Teachers College EnglishA Radcliffe History Pedagogy

Works Cited

Allen, Annie Ware Winsor. Papers. Radcliffe College Archives. Schlesinger Library, Cambridge, Massachusetts.

Beck, Evelyn Torton. “Self-Disclosure and the Commitment to Social Change.” Women in Academe. Ed. Resa L. Dudovitz. New York: Pergamon Press, 1984. 159-63.

Belenky, Mary, Blythe Clinchy, Nancy Goldberger, and Jill Tarule. Women’s ways of Knowing. New York: Basic Books, 1986.

Connors, Robert. “Mechanical Correctness as a Focus in Composition Instruction,” CCC 36 (Feb. 1985): 61-72.

—. “Personal Writing Assignments.” CCC 38 (May 1987): 166-83.

Douglas, Wallace. “Barrett Wendell.” Traditions of Inquiry. Ed. John Brereton. NY: Oxford UP, 1985: 3-25.

Elbow, Peter. “Embracing Contraries in the Teaching Process.” The Writing TeachersSourcebook. Ed. Gary Tate and Edward P. J. Corbett. 2nd ed. New York: Oxford UP, 1988. 219-31.

—. Handout on Contract Grading. Penn State Conference on Rhetoric and Composition. University Park, Jul. 1991.

Gordon, Lynn D. Gender and Higher Education in the Progressive Era. New Haven: Yale UP, 1990.

Hill, Adams Sherman. Letter qtd. in “Report of the Ladies of the Executive Commit tee.” The Society for the Collegiate Instruction of Women. 16 Feb. 1883. Radcliffe College Archives. Schlesinger Library, Cambridge, Massachusetts.

Horowitz, Helen Lefkowitz. Alma Mater: Design and Experience in the Women’s Colleges from Their Nineteenth-Century Beginnings to the 1930s. New York: Knopf, 1984.

Kroll, Barry M. Teaching Hearts and Minds. Carbondale: Southern Illinois UP, 1992.

Lee, Mary. Papers. Radcliffe College Archives. Schlesinger Library, Cambridge, Massachusetts.

Lerner, Harriet Goldhor. The Dance of Intimacy. New York: Harper, 1989.

Plato. Phaedrus. Trans. W. C. Helmbold and W. G. Rabinowitz. Indianapolis: Bobbs Merrill, 1956.

Seidler, Helen Dorothea Crawford. Papers. Radcliffe College Archives. Schlesinger Library, Cambridge, Massachusetts.

Simmons, Sue Carter. “Critiquing the Myth of Current-Traditional Rhetoric: Inventionin Writing Instruction at Harvard.” Penn State Conference on Rhetoric and Composition. University Park, Jul. 1991.

Sommers, Nancy. “Between the Drafts.” CCC 43 (Feb. 1992): 23-31.

Tobin, Lad. “Reading Students, Reading Ourselves: Revising the Teacher’s Role in the Writing Class.” College English 53 (Mar. 1991): 333-48.

Tompkins, Jane. “Pedagogy of the Distressed.” College English 52 (Oct. 1990): 653-60.

—. “Jane Tompkins Responds.” College English 53 (Sep. 1991): 601-04.

Trachsel, Mary. “Teaching, Scholarship, and the Academic Doctrine of Separate Spheres.” MLA Convention. Chicago, Dec. 1990.

Wendell, Barrett. “The Relations of Radcliffe College with Harvard.” Harvard Monthly 29 (Oct. 1899): 1-10.

Stewart, Donald C. “Harvard’s Influence on English Studies: Perceptions from Three Universities in the Early Twentieth Century.” CCC 43.4 (1992): 455-471.

Abstract:

Keywords:

ccc43.4 FScott Harvard JSpingarn Composition Michigan MLA Publication Committee English Columbia History Influence Departments Writing EnglishStudies

Works Cited

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Campbell, O. J. Letter to Louis Strauss. 11 July 1927. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

Cargill, Oscar. Intellectual America. New York: Macmillan, 1941.

Cooper, Lane. Letter to Fred Newton Scott. 5 May 1910. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

—. “On the Teaching of Written Composition.” Education 30 (Mar. 1910): 421-30.

Graff, Gerald, and Michael Warner. The Origins of Literary Studies in America. New York: Routledge, 1989.

Grandgent, Charles. Letters to Fred Newton Scott. 3 January 1909; 4 November 1910; 9 November 1910. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

Halloran, S. Michael. “From Rhetoric to Composition: The Teaching of Writing in America to 1900.” A Short History of Writing Instruction From Ancient Greece to Twentieth-Century America. Ed. James Murphy. Davis: Hermagoras P, 1990. 151-82.

Howard, William G. Letters to Fred Newton Scott. 8 February 1910; 5 March 1910; 10 March 1910. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

Kitzhaber, Albert R. Rhetoric in American Colleges: 1850-1900. Dallas: Southern Methodist UP, 1990.

Matthews, Brander. Letters to Fred Newton Scott. 30 November 1908; 23 January 1910. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

Rankin, Thomas. Letters to Fred Newton Scott. 22 June 1926; 31 March 1927. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

Scott, Fred Newton. Letter to Wilbur Cross. 18 December 1909. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

—. Letter to Jean Paul Slusser. 13 February 1910. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

—. “Rhetoric Rediviva.” Ed. Donald C. Stewart. CCC 31 (Dec. 1980): 413-19.

—“What the West Wants in Preparatory English.” School Review 17 (1909): 10-20.

Springarn, Joel. Letters to Fred Newton Scott. 26 Febraury 1909; 30 March 1909; 15 January 1910; 20 January 1910; 21 March 1910. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

Thomas, Calvin. Letter to Fred Newton Scott. 13 June 1909. Fred Newton Scott Papers. Michigan Historical Collections. Bentley Historical Library, Ann Arbor.

Van Deusen, Marshall. J E. Spingarn. New York: Twayne, 1971.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v42-1

Lamb, Catherine E. “Beyond Argument in Feminist Composition.” CCC 42.1 (1991): 11-24.

Abstract:

Keywords:

ccc42.1 Argument Women Writing Conflict Mediation Power Students Essays Feminism Monologic Negotiation Process Composition Audience Resolution Discussion EFlynn Aristotle

Works Cited

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Bateson, Mary Catherine. Composing a Life. New York: Atlantic Monthly, 1989.

Belenky, Mary Field, et al. Women’s Ways of Knowing. New York: Basic Books, 1986.

Bitzer, Lloyd F. “Aristotle’s Enthymeme Revisited.” Quarterly Journal of Speech 45 (Dec. 1959): 399-408.

Burger, Ronna. Plato’s Phaedrus. University, AL: U of Alabama P, 1980.

Caywood, Cynthia L., and Gillian R. Overing. Introduction. Teaching Writing: Pedagogy, Gen­der, and Equity. Albany: State U of New York P, 1987. xi-xvi.

Clark, Gregory. Dialogue, Dialectic, and Conversation. Carbondale: Southern Illinois UP, 1990.

Corder, Jim W. “Argument as Emergence, Rhetoric as Love.” Rhetoric Review 4 (Sept. 1985): 16-32.

Covino, William. The Art of Wondering. Portsmouth: Heinemann, 1988.

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Deutsch, Morton. The Resolution of Conflict. New Haven: Yale UP, 1973.

Fisher, Roger, and William Ury. Getting To Yes: Negotiating Agreement Without Giving In. New York: Penguin, 1983.

Flynn, Elizabeth A. “Composing as a Woman.” CCC 39 (Dec. 1988): 423-35.

—. “Composing ‘Composing as a Woman’: A Perspective on Research.” CCC 41 (Feb. 1990): 83-89.

Fort, Keith. “Form, Authotity, and the Critical Essay.” Contemporary Rhetoric. Ed. W. Ross Winterowd. New York: Harcourt, 1975. 171-83.

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Seabury, 1970.

Frey, Olivia. “Beyond Literary Darwinism: Women’s Voices and Critical Discourse.” College English 52 (Sept. 1990): 507-26.

Gage, John. “An Adequate Epistemology for Composition: Classical and Modern Perspectives.” Essays on Classical Rhetoric and Modern Discourse. Ed. Robert J. Connors, Lisa S. Ede, and An­drea A. Lunsford. Carbondale: Southern Illinois UP, 1984. 152-69, 281-84.

Grimaldi, William M. A. Aristotle, Rhetoric I: A Commentary. New York: Fordham UP, 1980.

Halloran, S. Michael. “Rhetoric in the American College Curriculum: The Decline of Public Discourse.” PRE/TEXT 3(982): 245-69.

Harding, Sandra. “Conclusion: Epistemological Questions.” Feminism and Methodology. Ed. Sandra Harding. Bloomington: Indiana UP, 1987. 181-90.

—. “The Instability of the Analytical Categories of Feminist Theory.” Signs 11 (1986). Rpt. in Feminist Theory in Practice and Process. Ed. Micheline R. Malson et al. Chicago: U of Chicago P, 1989. 15-34.

Hartsock, Nancy. Money, Sex, and Power. Boston: Northeastern UP, 1983.

Janeway, Elizabeth. Powers of the Weak. New York: Knopf, 1980.

Juncker, Clara. “Writing (with) Cixous.” College English 50 (April 1988): 424-36.

Lamb, Catherine E. “Less Distance, More Space: A Feminist Theory of Power and Writer/Audi­ence Relationships.” Rhetoric and Ideology: Compositions and Criticisms of Power. Ed. Charles W. Kneupper. Arlington: Rhetoric Society of America, 1989. 99-104.

Lassner, Phyllis. “Feminist Responses to Rogerian Argument.” Rhetoric Review 8 (Spring 1990): 220-32.

Lefebvre, Karen Burke. Invention as a Social Act. Carbondale: Southern Illinois UP, 1987.

Lunsford, Andrea, and Lisa Ede. “On Distinctions between Classical and Modern Discourse.” Essays on Classical Rhetoric and Modern Discourse. Ed. Robert J. Connors, Lisa S. Ede, and Andrea A. Lunsford. Carbondale: Southern Illinois UP, 1984. 37-49, 265-67.

—. Singular Texts/Plural Authors: Perspectives on Collaborative Writing. Carbondale: Southern Illinois UP, 1990.

Miller, Jean Baker. Toward a New Psychology of Women. Boston: Beacon, 1975.

Moore, Christopher. The Mediation Process. San Francisco: Jossey-Bass, 1987.

Neel, Jasper. Plato, Derrida, and Writing. Carbondale: Southern Illinois UP, 1988.

Ong, Walter. Orality and Literacy. New York: Methuen, 1982.

Plato. Phaedrus and Letters VII and VIII. Trans. Walter Hamilton. London: Penguin, 1973.

Ruddick, Sara. Maternal Thinking. Boston: Beacon, 1989.

Schniedewind, Nancy. “Feminist Values: Guidelines for Teaching Methodology in Women’s Studies.” Freire for the Classroom. Ed. Ira Shor. Portsmouth: Heinemann, 1987. 170-79.

Peterson, Jane E. “Valuing Teaching: Assumptions, Problems, and Possibilities.” CCC 42.1 (1991): 25-35.

Abstract:

Keywords:

ccc42.1 ChairsAddress Teaching Composition Research Students Profession Writing Questions Teachers Scholarship Theory Values Dialogue Organization Understanding Inquiry CCCC JEmig PFreire

Works Cited

Bartholomae, David. “Freshman English, Composition, and CCCC.” CCC 40 (Feb. 1989): 38-50.

Belenky, Mary Field, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule. Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic, 1986.

Braddock, Richard, Richard Lloyd-Jones, and Lowell Schoer. Research in Written Composition. Champaign: NCTE, 1963.

Bridwell-Bowles, Lillian, and Michael Dickel. “Summary Report: Statistical Information, CCC Review.” Unpublished report prepared for CCCC Executive Committee, 1989.

Buber, Martin. I and Thou. 1923. Trans. with Prologue and Notes by Walter Kaufmann. New York: Scribner’s, 1970.

Chaplin, Miriam T. “Issues, Perspectives and Possibilities.” CCC 39 (Feb. 1988): 52-62.

Commission on the Future of Community Colleges. Building Communities: A Vision for a New Century. Washington: AACJC, 1988.

Conference on College Composition and Communication. Guidelines on Scholarship. Urbana: NCTE, 1987.

—. Statement of Principles and Standards for the Postsecondary Teaching of Writing. Urbana: NCTE, 1989.

Corbett, Edward P. J. “Teaching Composition: Where We’ve Been and Where We’re Going.” CCC 38 (Dec. 1987): 444-52.

Dichter, Susan. Teachers: Straight Talk from the Trenches. Los Angeles: Lowell, 1989.

Emig, Janet. “Non-Magical Thinking: Presenting Writing Developmentally in Schools.” Writ­ing: The Nature, Development and Teaching of Written Communication. Ed. Joseph Dominic, Carl Fredericksen, and Marcia Whiteman. Vol. 2. Hillsdale: Erlbaum, 1982. Rpt. in The Web of Meaning: Essays on Writing, Teaching, Learning and Thinking. Ed. Dixie Goswami, and Maureen Butler. Upper Montclair: Boynton, 1983.

—. “Writing as a Mode of Learning.” CCC 28 (May 1977): 122-28.

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. 1968. New York: Con­tinuum, 1984.

Gardner, Howard. Frames of Mind: The Theory of Multiple lntelligences. New York: Basic Books, 1983.

—. “Point of View: The Academic Community Must Not Shun the Debate Over How to Set National Educational Goals.” Chronicle of Higher Education 8 Nov. 1989: A52.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (Oct. 1985): 272-82.

Jordan, June. Address. CCCC/College Section Luncheon. NCTE Convention. Baltimore, 18 Nov. 1989.

Lindemann, Erika, ed. CCCC Bibliography of Composition and Rhetoric, 1987. Carbondale: Southern Illinois UP, 1990.

Lloyd-Jones, Richard and Andrea Lunsford, eds. The English Coalition Conference: Democracy through Language. Urbana: NCTE and MLA, 1989.

Lunsford, Andrea A. “Composing Ourselves: Politics, Commitment, and the Teaching of Writing.” CCC 41 (Feb. 1990): 71-82.

Myers, Isabel Briggs, with Peter S. Myers. Gifts Differing. 1980. Palo Alto: Consulting Psy­chologists Press, 1985.

North, Stephen M. The Making o( Knowledge in Composition: Portrait of an Emerging Field. Ports­mouth: Boynton, 1987.

Palmer, Parker J. To Know as We Are Known: A Spirituality of Education. San Francisco: Harper, 1983.

Polanyi, Michael. Personal Knowledge: Towards a Post-Critical Philosophy. 1958. Corrected ed. 1962. Chicago: U of Chicago P, 1962.

Wells, Theodora. “A Reversal Reading.” Association for Humanistic Psychology Newsletter. Dec. 1970: n.pag. Rpt. in PsychoSources: A Psychology Resources Catalogue. Ed. Evelyn Shapiro et al. Toronto: Bantam, 1973.

Tinberg, Howard B. “‘An Enlargement of Observation’: More on Theory Building in the Composition Classroom.” CCC 42.1 (1991): 36-44.

Abstract:

Keywords:

ccc42.1 Classrooms Theory TheoryBuilding Teachers Writing PFreire Students Perspective Practice

Works Cited

Berlin, James A. Writing Instruction in Nineteenth-Century American Colleges. Carbondale: South­ern Illinois UP, 1984.

Berthoff, Ann E. “Killer Dichotomies: Reading In/Reading Out.” Farther Along: Transforming Dichotomies in Rhetoric and Composition. Ed. Kate Ronald and Hephzibah Roskelly. Ports­ mouth: Boynton, 1990. 12-24.

—. The Making of Meaning: Metaphors, Models, and Maxims for Writing Teachers. Upper Montclair: Boynton, 1981.

—. The Sense of Learning. Portsmouth: Boynton, 1990. Bizzell, Patricia. “Thomas Kuhn, Scientism, and English Studies.” College English 40 (Mar. 1979): 764-71.

Clifford, James. “On Ethnographic Allegory.” Writing Culture: The Poetics and Politics of Eth­nography. Ed. James Clifford and George Marcus. Berkeley: U of California P, 1986. 98-121.

Coles, Robert. The Call of Stories: Teaching and the Moral Imagination. Boston: Houghton, 1989.

Coles, William E. Composing: Writing as a Self-Creating Process. Rochelle Park: Hayden, 1974.

Erickson, Frederick. “What Makes School Ethnography ‘Ethnographic’?” Anthropology and Edu­cation Quarterly 15 (1984): 51-66.

Freire, Paulo. “The ‘Banking’ Concept of Education.” Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 2nd ed. Boston: St. Martins, 1990. 206-22.

Geertz, Clifford. Works and Lives: The Anthropologist as Author. Stanford: Stanford UP, 1988.

Kleine, Michael. “Beyond Triangulation: Ethnography, Writing, and Rhetoric.” Conference on Composition and Communication Convention. St. Louis, Mar. 1989.

North, Stephen M. The Making of Knowledge in Composition: Portrait of an Emerging Field. Upper Montclair: Boynton, 1987.

Percy, Walker. The Message in the Bottle: How Queer Man Is, How Queer Language Is, and What One Has to Do with the Other. New York: Farrar, 1975.

Peterson, Jane. “Valuing Teaching: Assumptions, Problems, and Possibilities.” Conference on College Composition and Communication convention. Chicago, Mar. 1990.

Roskelly, Hephzibah. “The Heart of the Marrer.” Northeast Modern Language Association Convention. Toronto, Apr. 1990.

Shaw, Margaret L. “What Students Don’t Say: An Approach to the Student Text.” CCC 42.1 (1991): 45-54.

Abstract:

Keywords:

ccc42.1 RWEmerson Students Writing Advice Papers Texts Laws Work Contradictions AEddington

Works Cited

Althusser, Louis, and Etienne Balibar. Reading Capital, Trans, Ben Brewster, London: NLB, 1970.

Atkins, C. Douglas, and Michael L. Johnson, eds. Writing and Reading Differently: Deconstruction and The Teaching of Composition and Literature, Lawrence: UP of Kansas, 1985.

Bartholomae, David. “Inventing the University.” Perspectives on Literacy, Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 273-85.

Beach, Richard. “The Effects of Between-Draft Teacher Evaluation versus Student Self­-Evaluation on High School Students’ Revising of Rough Drafts,” Research in the Teaching of English 13 (May 1979): 111-19.

Brooke, Robert. “Control in Writing: Flower, Derrida, and Images of the Writer.” College English 51 (April 1989): 405-17.

Eddington, Sir Arthur. Stars and Atoms. New Haven: Yale UP, 1927.

Faigley, Lester, and Stephen Witte. “Analyzing Revision.” CCC 32 (Dec. 1981): 400-14.

Flower, Linda, et al. “Detection, Diagnosis, and the Strategies of Revision.” CCC 37 (Feb, 1986): 16-55.

Freud, Sigmund. The Interpretation of Dreams. Trans, and ed. James Strachey. New York: Avon, 1965.

—. The Question of Lay Analysis. Trans. and ed. James Strachey. New York: Norton, 1978.

Gordon, William. Synectics: The Development of Creative Capacity. New York: Harper, 1961.

Knoblauch, C. H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing . Upper Montclair: Boynton, 1984.

McDonald, W. U. “The Revising Process and the Marking of Student Papers.” CCC 24 (May 1978): 167-70.

Macherey, Pierre. A Theory of Literary Production. Trans, Geoffrey Wall. London: Routledge, 1978.

Mitchell, Richard. Less Than Words Can Say. Boston: Little, 1979.

Murray, Donald. “Teaching the Other Self: The Writer’s First Reader.” CCC 33 (May 1982): 140-47.

Nelson, Cary, ed. Theory in the Classroom. Chicago: U of Illinois P, 1986.

Percy, Walker. “The Loss of the Creature.” Message in the Bottle. New York: Farrar, 1975. 46-63.

Shaw, Margaret L. “Teaching Revision as Re-Seeing: Sequenced Assignments for Basic Writ­ing.” Iowa English Bulletin 32.1-2 (1983): 1-4.

Sommers, Nancy. “Responding to Student Writing.” CCC 33 (May 1982): 148-56.

—. “Revision Strategies of Student Writers and Experienced Adult Writers.” CCC 31 (Dec. 1980): 377-88.

Updike, John. “A & P.” Pigeon Feathers and Other Stories. New York: Knopf, 1962. 187-96.

Hawisher, Gail E. and Cynthia L. Selfe. “The Rhetoric of Technology and the Electronic Writing Class.” CCC 42.1 (1991): 55-65.

Abstract:

Keywords:

ccc42.1 Students Writing ENFI Technology Computers Instructors Classrooms Conferences Rhetoric Spaces MFoucault Networks

Works Cited

Batson, Trent. “The ENFI Project: A Networked Classroom Approach to Writing Instruc­tion.” Academic Computing Feb.-Mar. 1988: 32-33.

Byard, Vicki. “Power Play: The Use and Abuse of Power Relationships in Peer Critiquing.” Conference on College Composition and Communication Convention. Seattle, Mar. 1989.

Foucault, Michel. Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan. New York: Vintage, 1979.

—. “Space, Knowledge and Power.” The Foucault Reader. Ed. Paul Rabinow. New York: Pantheon, 1984. 239-56.

Hillocks, George, Jr. Research on Written Composition. Urbana: NCTE, 1986.

Kiesler, Sara, Jane Siegel, and Timothy W. McGuire. “Social Psychological Aspects of Computer-Mediated Communication.” American Psychologist 39 (Oct. 1984): 1123-34.

Kinkead, Joyce. “Wired: Computer Networks in the English Classroom.” English Journal 77 (Nov. 1988): 39-41.

Kremers, Marshall. “Adams Sherman Hill Meets ENFI.” Computers and Composition 5 (Aug. 1988): 69-77.

Lunsford, Andrea A., and Cheryl Glenn. “Rhetorical Theory and the Teaching of Writing.” On Literacy and Its Teaching: Issues in English Education. Ed. Gail E. Hawisher and Anna O. Soter. Albany: State U of New York, 1990. 174-89.

Shriner, Delores K., and William C. Rice. “Computer Conferencing and Collaborative Learn­ing: A Discourse Community at Work.” CCC 40 (Dec. 1989): 472-78.

Spitzer, Michael. “Writing Style in Computer Conferences.” IEEE Transactions on Professional Communications 29 (Jan. 1986): 19-22.

Thompson, Diane P. “Teaching Writing on a Local Area Network.” T.H.E. Journal 15 (Sept. 1987): 92-97.

Zuboff, Shoshana. In the Age of the Smart Machine: The Future of Work and Power. New York: Basic, 1988.

Murray, Donald M. “All Writing Is Autobiography.” CCC 42.1 (1991): 66-74.

Capossela, Toni-Lee. “Students as Sociolinguists: Getting Real Research from Freshman Writers.” CCC 42.1 (1991): 75-79.

Horning, Alice S. “Advising Undecided Students through Research Writing.” CCC 42.1 (1991): 80-84.

Chapman, David W., Joyce Magnotto, and Barbara Stout. “Responses to Elisabeth McPherson, ‘Remembering, Regretting, and Rejoicing: The Twenty-Fifth Anniversary of the Two-Year College Regionals.'” CCC 42.1 (1991): 85-86.

McPherson, Elisabeth. “Reply by Elisabeth McPherson.” CCC 42.1 (1991): 87.

Holland, Bruce. “Response to Lester Faigley, ‘Judging Writing, Judging Selves.'” CCC 42.1 (1991): 87-89.

Faigley, Lester. “Reply by Lester Faigley.” CCC 42.1 (1991): 89-90.

Charney, Davida. “Response to James Hoetker and Gordon Brossell, ‘The Effects of Systematic Variations in Essay Topics on the Writing Performance of College Freshmen.'” CCC 42.1 (1991): 90-93.

Hoetker, James. “Reply by James Hoetker.” CCC 42.1 (1991): 93-94.

Schilb, John. Rev. of Conversations on the Written Word: Essays on Language and Literacy by Jay L. Robinson. CCC 42.1 (1991): 95-97.

Hesse, Douglas. Rev. of Expressive Discourse by Jeannette Harris. CCC 42.1 (1991): 97-99.

Enos, Theresa. Rev. of The Rhetorical Tradition: Readings from Classical Times to the Present by Patricia Bizzell and Bruce Herzberg. CCC 42.1 (1991): 99-101.

Glenn, Cheryl. Rev. of Classical Rhetoric for the Modern Student by Edward P. J. Corbett. CCC 42.1 (1991): 101-103.

Trimbur, John. Rev. of Singular Texts/Plural Authors: Perspectives on Collaborative Writing by Andrea Lunsford and Lisa Ede. CCC 42.1 (1991): 103-105.

Rea, Paul W. Rev. of Learning to Write in Our Nation’s Schools: Instruction and Achievement in 1988 at Grades 4, 8, and 12 by Arthur N. Applebee, Judith A. Langer, Lynn B. Jenkins, Ina V. S. Millis, and Mary A. Foertsch. CCC 42.1 (1991): 105-106.

Comprone, Joseph J. The Future of Doctoral Studies in English by Andrea Lunsford, Helen Moglen, and James F. Slevin. CCC 42.1 (1991): 106-109.